High School Fine Arts Next Gen Standards

Reflect on past and current musical interests, people and ideas that have influenced your journey and accomplishments, and identify topics that you would like to explore.

Identify and implement ways to use music to serve others, and describe the effects of the experience.

Design and complete a capstone project that requires musical leadership and creativity.

Generate melodic and rhythmic ideas for improvisations and compositions (such as one-part, cyclical, or binary).

Generate melodic, rhythmic, and harmonic ideas for improvisations and compositions (such as binary, rondo, or ternary).

Generate melodic, rhythmic, and harmonic ideas for use in moderately complex or complex forms.

Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Identify, describe, and apply selected teacher-provided and/or student-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Research, identify, explain, and apply student-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Select, using teacher-developed criteria, specific passages of music, based on theoretical and structural characteristics, interest, and an understanding of the performer's technical skill.

Select, using teacher-developed and/or student-developed criteria, specific passages and sections, based on theoretical and structural characteristics, interest, and an understanding of the performer's technical skill.

Select, using student-developed criteria, specific movements or entire works, based on theoretical and structural characteristics, interest, and an understanding of the performer's technical skill.

Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators' intents.

Develop interpretations of works, based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators' intents.

Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style function, and context, explaining and justifying how the interpretive choices reflect the creators' intents.

Using established criteria and teacher feedback, identify the way(s) in which the elements of music, style, and mood are conveyed in performances.

Identify and implement strategies for improving the technical and expressive aspects of a work.

Describe the way(s) in which critiquing others' work and receiving feedback from others can be applied in the personal creative process.

Using established criteria and teacher and/or student feedback, identify the ways in which the formal design, style, and historical/cultural context of a work is conveyed in performances.

Identify and implement strategies for improving the technical and expressive aspects of varied works.

Describe ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

Using established criteria and various sources of feedback, identify the ways in which the formal design, style, historical/cultural context, and compositional techniques of a work are conveyed in performances.

Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.

Describe and evaluate ways in which critiquing others' work and receiving feedback from others have been specifically applied in the personal creative process.

Share live or recorded performances of works (both personal and others'), and explain how the elements of music are used to convey intent.

Identify how compositions are appropriate for an audience or context, and how this might shape personal creative efforts.

Share live or recorded performances of works (both personal and others'), and explain how the elements of music and compositional techniques are used to convey intent.

Describe how compositions are appropriate for both audience and context, and how this will shape personal creative efforts.

Share live or recorded performances of works (both personal and others'), and explain and demonstrate understanding of how the expressive intent of the music is conveyed.

Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape personal creative efforts.

Apply teacher-developed criteria for selecting music for specified purposes, supporting choices by citing characteristics found in the music, and connections to interest, purpose, and context.

Use researched criteria to select music for a variety of purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Use research to develop personal criteria for selecting, describing, and comparing a variety of individual and small group musical programs that represent a variety of cultures, genres, and historical periods.

Develop interpretations of varied works, demonstrating an understanding of composers' intents by citing technical and expressive aspects as well as the style/genre of each work.

Explain and support interpretations of varied works, demonstrating an understanding of composers' intents by citing the use of elements of music (including form), compositional techniques, context, and the style/genre of each work.

Explain and support interpretations of varied works, demonstrating understanding of composers' intents by citing structural characteristics of the musical work and comparing and synthesizing varied researched sources, including reference to other art forms.

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

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

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

The quality and effectiveness of a performance is based on criteria that vary across time, place, and cultures.

Performing

Creating

Convey meaning through the presentation of artistic work.

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

Develop and refine artistic techniques and work for presentation.

Connecting

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

The multi-dimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Select, analyze, and interpret artistic work for presentation.

Generate and conceptualize artistic ideas and work.

Perceive and analyze artistic work.

Interpret meaning in artistic work.

Responding

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Refine and complete artistic work.

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.

Examine the dance works of known choreographers and original classroom work and identify factors in personal experience and knowledge that shape interpretation and creation.

Choose a concept from a field other than dance. Conduct research through text, interview, web-based resources, and/or other media. From the research, select relevant ideas and information and create a group dance work. Discuss how the dance work communicates new perspectives or realizations. Compare, orally and in writing, the choreographic process to that of other creative, academic, or scientific procedures.

Analyze a dance work that is related to content learned in other subjects and research its context. Synthesize information learned and share the effect that these new understandings have on one's perspective of the dance work.

Use established research methods and techniques to investigate a topic other than dance. Collaborate with others to identify questions and solve movement problems that pertain to the topic. Create and perform a dance work based upon the research and discussion. Discuss, orally or in writing, the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other learning situations.

Review original choreographies developed over time with respect to content and context and their relationship to personal knowledge and experiences. Reflect on and analyze the changes in one's personal growth and the variables that contributed to them.

Choose a personally relevant and controversial idea to research through text, interview, web-based resources, and other media. Develop questions and movement problems from the research. Create and perform choreography that addresses these issues. Discuss, orally or in writing, the insights relating to knowledge gained through the research process and personal growth resulting from the creation and performance of this dance.

Formulate reasons for the similarities and differences between dance works or practices from selected genres, geographical locations, and/or historical time periods. Identify changes that the dance works or practices and dance artists have engendered in society.

Analyze danceworks or practices from several genres or styles, historical time periods, and/or cultural dance practices. Discuss how the movement characteristics, techniques, choreographic structures and devices, and purpose relate to the ideas and perspectives of the peoples from whom the dance works or practices originate. Identify and discuss the political, cultural, or historical significance of the dance works or practices and dance artists as related to social movements and change.

Analyze dances from several genres or styles, historical time periods, and/or cultural dance practices. Discuss how the movement characteristics, techniques, choreographic structures and devices, and purpose relate to the ideas and perspectives of the peoples from whom the dances originate. Identify and discuss the political, cultural, and historical significance of the dances and dance artists as related to social movements and change. Explain how this new knowledge has expanded one's dance literacy.

Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.

Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance. View and discuss the dances of a variety of recognized choreographers, to see what choices they have made.

Synthesize content generated from stimulus materials to choreograph dance studies or dance works, using original and codified movement.

Apply personal movement preferences and strengths with the movement vocabulary of several dance styles or genres to choreograph an original dance study or dance work that varies the elements of dance in such a way as to communicate an artistic intent. Compare personal choices to those made

Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.

Expand personal movement preferences and strengths to discover new and unfamiliar solutions to communicate the artistic intent of an original dance work. Analyze the new and unfamiliar solutions, the use and variation of the elements of dance, and explain why they were effective in expanding artistic intent.

Collaborate to design a dance using choreographic processes and devices, and dance structures such as improvisation, observation, abstraction, randomization, rondo, canon, motif, retrograde, etc., to support an artistic intent. Explain how the choreographic devices, dance structures, and movement choices clarify, communicate, or effect the artistic intent.

Develop an artistic statement that communicates the artistic intent of an original dance study or dance. Select and demonstrate movements that support the artistic statement.

Refine the process of selecting production elements that intensify and heighten the artistic intent of the work. Inhabit the various roles of lighting, sound, costume designers and/or composers to design a comprehensive integration of movement and production elements. Explain the connection between the design, the artistic intent of the dance, and the artistic statement. Research how professional choreographers in a variety of genres work and have worked with other theatre professionals.

Work individually and collaboratively to design and implement a variety of choreographic processes and devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent.

Develop an artistic statement that communicates a personal aesthetic, motivation, and artistic intent of an original dance study or dance. Discuss how the movement elements, choreographic devices and dance.

Collaborate with theatre technicians and designers to create a comprehensive integration of movement and production elements that intensifies and heightens the artistic intent of the work. Document the design, and explain the connection between the design, the artistic intent of the dance, and the artistic statement. Using primary and secondary sources, research the role of non-dance theatre professionals in dance productions, and the technical expertise and various processes that are used to design the production elements in performance. Consider traditional and alternative performance venues.

Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.

Construct an artistic statement that communicates a personal, cultural and artistic perspective. Discuss how the movement elements, choreographic devices and dance structures serve to support the artistic structures serve to statement. Support the artistic statement.

Research choreographers who have worked in alternative performance venues, focusing on site-specific pieces, and choreographers who have collaborated with theatre and/or visual and media artists, to create dances that were "outside the box" of the theatrical dance of the time. Using this knowledge, develop a plan for a work or works that are interdisciplinary or site-specific.

Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures, based on established artistic criteria and feedback from others. Analyze and evaluate impact of choices made in the revision process.

Compare and discuss recognized systems of documentation used to document dance using writing, symbols, or media technologies. Develop a strategy to record sections of a dance in order to remember dance phrases, movement ideas and revision. Peer and self-review will be facilitated by the use of media technologies.

Clarify the artistic intent of a dance by refining choreographic devices and dance structures, independently or collaboratively, using established artistic criteria, self-reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process.

Research one or more official dance notation systems. Record the formations and dance phrases of the dances created in the class using a system of dance documentation (e.g. writing, a form of notation symbols, or using media technologies), in order to remember phrases, movement ideas, and revisions. Peer and self-review will be facilitated by the use of media technologies.

Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria, using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent.

Document a dance (formations, steps, dynamics, artistic intent, expressions) as a tool to remember ideas and revisions, and for reflection and feedback using systems of dance documentation (e.g. writing, a form of notation symbols, or using media technologies). Peer and self-review will be facilitated by the use of media technologies.

Develop partner and ensemble skills that enable contrasting level changes while maintaining a sense of spatial design and relationship. Use space intentionally during dance phrases and through transitions between dance phrases. Establish and break physical and conceptual relationships with others as appropriate to the choreography.

Use syncopation and accent movement related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrates breath phrasing with metric and kinesthetic phrasing.

Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop whole body awareness so that dance phrases demonstrate variations of energy, dynamics, and musicality.

Dance alone and with others with spatial intention. Expand partner and ensemble skills to greater ranges and skill levels. Execute complex floor and air sequences with others while maintaining relationships through focus and intentionality. Apply these skills in ways that express the ideas of the choreographer/choreography.

Perform dance studies and compositions that use time and tempo in unpredictable ways. Use internal rhythms and kinetics as phrasing tools. Apply these skills in ways that express the ideas of the choreographer/choreography.

Vary energy and dynamics over the length of a dance phrase. Transition smoothly between dance phrases, paying close attention to movement initiation and energy, and the relation to music (if present). Apply these skills in ways that express the ideas of the choreographer/choreography.

Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use inward and outward focus to clarify movement and artistic intent. Establish and break spatial and conceptual relationships with other dancers and audience as appropriate to the dance.

Modulate time factors for artistic interest and expressive acuity. Demonstrate complexity in phrasing with and without musical accompaniment. Use multiple and complex rhythms (e.g., contrapuntal, and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments.

Modulate dynamics to clearly express artistic intent and musicality while performing dance phrases and choreography. Perform movement sequences expressively by using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience.

Embody technical dance skills to retain and execute full dance choreographies, continuing to develop somatic strategies.

Develop and apply a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Identify and discuss implementation of anatomical principles and nutrition-related practices and reflect upon how they support personal performance goals.

Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (e.g. use video recordings or practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies.

As dancers: Dance with sensibility toward other dancers while executing complex spatial, rhythmic, and dynamic sequences to meet performance goals. Move and dance with sensibility toward self, developing an understanding and awareness of the integration of cognition, body, and expression. Dance "in the moment." As choreographers: Observe and critique the spatial execution by the dancers; give corrections and/or make changes that improve/enhance the communication or expression of the ideas central to the dance.

Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement. Follow and reflect upon the implementation of a personal nutrition plan that supports health for everyday life. Know basic first aid for injuries and what to do to help speed and ensure recovery.

Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Perform thoughtful and repetitive practice of techniques and skills before and during rehearsal of dances. Apply feedback to daily practice to improve technical and expressive skills. Reflect on personal achievements.

As dancers: Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and discuss and analyze performance ability with others. As choreographers: Work closely with dancers to help them understand and internalize the concepts around which the dance work is built. Discuss and encourage the dancers to embody the meaning of the work within their use of the dance elements and their technique.

Research healthful and safe practices for dancers and modify personal practice, based on findings. Discuss how research informs personal practice.

Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.

Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Document the rehearsal and performance process and evaluate methods and strategies, using dance and production terminology. Demonstrate performance etiquette and performance practices during class, rehearsal, and performance. Post-performance, accept notes from the choreographer and apply corrections to future performances.

As dancers: Rehearse with the production elements to create a performance that expresses the choreographer's artistic intent. As choreographers: Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.

As choreographers and dancers: Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Document the rehearsal and performance process and evaluate methods and strategies using dance and production terminology. Model performance etiquette and performance practices during class, rehearsal, and performance. Implement performance strategies to enhance projection. As dancers: Post-rehearsal, and post-performance, accept notes from the choreographer and apply corrections to future performances.

As dancers: Rehearse with production elements to create a performance during which movement/choreography works with non-movement elements to heighten and amplify artistic expression. As choreographers: Work collaboratively to produce a dance concert on a stage or in an alternative performance venue.

Demonstrate commitment, dependability, responsibility, and cooperation when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance. Enhance performance by using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, headshot, etc.) that documents the rehearsal and performance process with fluency in professional dance and production terminology. As choreographers: Give notes that guide the dancers to strengthen their performance and the conveyance of the dance's artistic intent to the audience.

As dancers: Rehearse with production elements to create a performance that is a unified whole during which movement/choreography melds seamlessly with non-movement elements to heighten and amplify artistic expression. As dancers and choreographers: Work collaboratively to produce dance concerts in a variety of venues. As choreographers: Direct the use of production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues (act as artistic director).

Compare, contrast, and analyze dynamics, patterns of movement, key motifs, and choreographic devices and structures, and their relationships. Explain how they support the structure and artistic expression of the dance. Examine how the dance's structure relates to its effect, and defend an analysis, citing specific evidence.

Analyze how the elements of dance are used in a variety of genres, styles, and cultural movement practices within their cultural context. Use terminology specific to the dance form or practice.

Compare, contrast, and analyze dance works within a single genre or style, and provide examples of recurring patterns of movement, choreographic devices and structures, and the relationships between them. Critically examine the overall effect that the organization of these components has on different dances. Provide evidence and rationale for critiques.

Within the cultural context, analyze and compare patterns of movement, and the relationships between them in a variety of genres, styles, and cultural movement practices. Use terminology specific to the dance form or practice.

Compare, contrast, and analyze dance works from a variety of dance genres and styles and explain how choreographic devices and structures, dynamics, formations and recurring patterns of movement and their relationships create well-structured choreography. Critically examine and evaluate the overall effect that the organization of these components has on different dances. Provide evidence and rationale for critiques.

Explain how the movements and compositional structures of a dance communicate aesthetic and cultural values in a variety of genres, styles, and cultural movement practices. Use terminology specific to the dance form or practice.

Analyze and discuss how the elements of dance, technique, structure, and context contribute to artistic expression and meaning. Use genre-specific dance terminology.

Analyze, compare, and contrast different dances. Research and discuss artistic intent and meaning. Explain how the relationships among the elements of dance, technique, structures, production elements, and context enhance meaning and support artistic intent, using genre-specific dance terminology.

Analyze and interpret how the elements of dance, execution of dance elements, production elements, and context contribute to artistic expression, meaning, and artistic intent, across different genres, styles, or cultural movement practices. Use genre-specific dance terminology.

Identify and use evaluative criteria to assess the overall effectiveness of dance works or practices. Relate the criteria to their cultural context. Use genre-specific dance terminology.

Compare and contrast two or more dance works or practices, using criteria to evaluate their overall effectiveness and situating the criteria within a cultural context. Consider societal values and a range of perspectives. Use genre-specific dance terminology.

Apply personal artistic preferences to the critique of dance works and practices. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views. Evaluate and revise criteria by applying insights gained from these considerations and discussions.

Space, time, and energy are basic elements of dance.

Dance is perceived and analyzed to comprehend its compositional structure.

Societal, cultural, historical, and community contexts both influence and are influenced by dance.

Creating

Connecting

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

Personal experiences, knowledge, and contexts are integrated and synthesized to interpret and create dance.

Responding

Refine and complete artistic work.

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

Develop and refine artistic techniques and work for presentation.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Generate and conceptualize artistic ideas and work.

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

Choreographers are inspired by a variety of sources to convey concepts and ideas through movement for artistic expression.

Dancers use the body-mind principles and develop the body as an instrument for artistry and artistic expression.

Perceive and analyze artistic work.

Meaningful interpretations of dance consider artistic intent, style, genre, the elements of dance, technique, structure, and context.

Convey meaning through the presentation of artistic work.

Select, analyze, and interpret artistic work for presentation.

Performing

Organize and develop artistic ideas and work.

Interpret meaning in artistic work.

Dance performance is an interaction between performers, production elements, and audience that heightens and amplifies artistic expression.

Apply criteria to evaluate artistic work.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Assess and build upon personal knowledge and experience through research and reflection to inform the creation of original media artwork.

Synthesize knowledge, experience, and understandings of personal and outside cultural experiences to inspire and inform media artwork.

Proactively and independently access relevant and qualitative resources to understand, inform, and broaden knowledge during the creation of clear, logical, and convincing media artwork.

Demonstrate and explain how media artwork and ideas relate to various social, economic, historical, and cultural contexts, purposes, and values.

Examine in depth and demonstrate the relationships of media arts ideas and works to various historical and current contexts and purposes, and to various economic and social systems.

Research and examine relationships between historical, personal, and global contexts in media art to demonstrate how those works shape cultures, past, present, and future.

Identify and interpret challenging issues affecting communities, cultures and societies through media artworks, and analyze how innovative artworks can bridge sociocultural boundaries.

Identify and interpret challenging personal, societal, or global issues, and propose how media arts can bring people and communities together to generate solutions.

Propose an innovation in the media arts that addresses a personal, societal, or global need by reflecting on past and present innovations, examining interdisciplinary fields, and employing problem solving methods.

Use identified generative methods to formulate multiple ideas and develop artistic goals for media artwork.

Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches for media artwork.

Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations for media artwork.

Apply criteria to develop, propose, and refine artistic ideas and production processes for media artwork, considering original inspirations, goals, and presentation context.

Apply personal criteria in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media artwork, considering artistic intentions, constraints of resources, and presentation context.

Integrate sophisticated personal criteria and knowledge of creative problem-solving in forming, testing, and proposing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.

Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, social media, virtual environment, and digital identity.

Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity.

Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, social media, virtual world, digital identity, and artist/audience interactivity.

Integrate, refine, and modify media artwork, while developing aesthetic qualities and intentionally emphasizing stylistic elements, principles, and processes to reflect an understanding of personal goals and preferences.

Refine and consolidate production processes to demonstrate deliberate choices of artistic elements, principles, and technical components that form effective expressions in media artwork for specific purposes, intentions, audiences, and contexts.

Synthesize, elaborate, and refine content, processes, and components to express a compelling and targeted purpose, narrative, emotion, or ideas within complex media arts productions.

Consider the reaction and interaction of the audience when viewing and/or experiencing various media arts productions that integrate various arts, media arts forms, content, and processes.

Maintain thematic integrity and stylistic continuity when presenting media arts productions that integrate various arts, media arts forms, academic content, and processes.

Maintain fidelity when presenting media arts productions that synthesize various arts, media arts forms, academic content, and processes across platforms.

Demonstrate adaptation and experimentation in the combination of tools, techniques, and content, in traditional and innovative ways, to communicate intent in the presentation of media artwork.

Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the presentation of a variety of media artwork.

Fluently and independently utilize, adapt, and experiment with tools, styles, and systems, in traditional and innovative ways in the presentation of complex media artwork.

Curate the presentation and distribution of media artwork in a variety of contexts and venues, while evaluating and implementing improvements, considering the personal to local effects.

Curate and design the presentation and distribution of media artwork in a variety of contexts and venues, evaluating and implementing improvements while considering the personal, local, and social effects on people or on a situation.

Independently evaluate, design, and integrate improvements for presentation and distribution of media artwork, considering intentional effects, a variety of contexts, and venues on both the artist and global audiences.

Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists.

Analyze the qualities and relationships of the components in a variety of media artworks, including feedback on how they effect the audience.

Analyze the qualities and relationships of the components in a variety of media artworks, and the audience effect on those works.

Analyze how a variety of media artwork manages audience experience and creates intention through perception.

Analyze how a broad range of media artwork manages audience experience, and creates intention and persuasion through multi-sensory perception.

Survey an exemplary range of media artwork and analyze methods for managing audience experience, and creating intention and persuasion through multi-sensory perception and systemic communications.

Analyze intent and interpret meaning of a variety of media artworks, based on personal, historical, and cultural contexts.

Analyze intent and interpret meaning of a variety of media artworks, based on personal and cultural contexts, to determine meaning and audience reception.

Analyze intent, form, and context of diverse media artwork, considering content and bias.

Evaluate media artwork and production processes at decisive stages, using specific criteria, and considering context and artistic goals.

Form and apply defensible evaluations in the constructive and systematic critique of media artwork and production processes.

Independently develop rigorous evaluations of, and strategically seek feedback for, media artwork and production processes, considering complex goals and factors.

Responding

Organize and develop artistic ideas and work.

Media artwork is made to be shared. Media artists purposefully present and distribute media artworks for various contexts.

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

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

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Media artwork synthesize personal experiences to create meaning.

Convey meaning through the presentation of artistic work.

Identifying the qualities and characteristics of media artworks improves artistic appreciation and production.

Apply criteria to evaluate artistic work.

The reciprocal nature of creation and presentation of media artworks demands a wide range of skills and abilities to creatively solve problems and refine media artworks. Media artists require a range of skills and abilities to effectively present media artworks.

Producing

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Skillful evaluation and critique are essential components of experiencing, appreciating, and producing media artwork.

Media arts ideas and works are shaped by the imagination, creative processes, artistic traditions, and experiences.

Generating and solving artistic problems prepares people to navigate unforeseen challenges and to contribute to solutions within a society or culture.

Media artists integrate various forms and contents to present or share complex, unified media artworks.

Media artists plan, organize, and develop creative ideas, plans, and models into structures that can effectively realize artistic ideas.

Media artists balance experimentation and freedom with safety and responsibility while developing, creating, and sharing media artworks.

Creating

Generate and conceptualize artistic ideas and work.

Select, analyze and interpret artistic work for presentation.

Media artworks communicate and influence audience experiences.

Develop and refine artistic techniques and work for presentation.

Perceive and analyze artistic work.

Interpret meaning in artistic work.

Refine and complete artistic work.

Connecting

Media artists intentionally integrate, analyze, and revise elements, principles and processes to improve the clarity, communication, and purpose of the media artwork.

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

Reflect on past and current musical interests, people and ideas that have influenced your journey and accomplishments, and identify topics that you would like to explore.

Identify and implement ways to use music to serve others, and describe the effects of the experience.

Design and complete a capstone project that requires musical leadership and creativity.

Generate single-line melodic, rhythmic, and implied harmonic ideas for improvisations and compositions (forms such as theme and variation or 12-bar blues).

Generate a variety of harmonic patterns using three or more chords for given melodies.

Generate melodic, rhythmic, and implied harmonic ideas for compositions (forms such as rounded binary or rondo), improvisation, and accompaniment patterns in a variety of styles.

Generate harmonizations for given melodies.

Generate melodic, rhythmic, and implied harmonic ideas for compositions (representing a variety of forms and styles), and improvisations in several different styles.

Generate stylistically appropriate harmonizations for given melodies.

Identify, describe, and apply established criteria to assess and refine drafts of improvisations, compositions (forms such as theme and variation or 12-bar blues) and three-or-more-chord accompaniments in a variety of patterns.

Identify, describe, and apply selected teacher-provided and/or student-developed criteria to assess and refine drafts of compositions (forms such as rounded binary or rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.

Research, identify, explain, and apply student-developed criteria to assess and refine drafts of compositions (representing a variety of forms and styles), improvisations in a variety of styles, and stylistically appropriate harmonizations or given melodies.

Select, using established criteria, a varied repertoire of music for individual or small group performances, based on an understanding of theoretical and structural characteristics of the music, personal interest, knowledge, personal and others' technical skills, as well as the purpose and/or context of the performance(s).

Explain the criteria used in selecting a varied repertoire of music for individual and small group performances, based on an understanding of theoretical and structural characteristics of the music, expressive challenges, personal interest, knowledge, personal and others' technical skills, as well as the purpose and/or context of the performance(s).

Develop and apply individually developed criteria for selecting a varied repertoire for a program of music for individual and small group performances, based on an understanding of theoretical and structural characteristics of the music, expressive challenges, personal interest, knowledge, personal and others' technical skills, as well as the purpose and/or context of the performance(s).

Demonstrate how understanding the context and expressive intent in a varied repertoire of music influences prepared or improvised performances.

Explain and support how understanding the context and expressive intent in a varied repertoire of music influences prepared or improvised performances and the performers' ability to connect with audiences.

Explain and present interpretations that demonstrate how the context and an understanding of the creators' intents in a varied repertoire of music, inform and influence prepared or improvised performances and the performers' ability to connect with audiences.

Perform with expression and technical accuracy, in individual and group performances, a variety of music.

Perform with expression and technical accuracy, in individual and group performances, a variety of styles of music.

Perform with expression and technical accuracy, in individual and group performances, a program of music of contrasting styles.

Apply teacher-developed criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Use researched criteria to select music for a variety of purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Use research to develop personal criteria for selecting, describing, and comparing a variety of individual and small group musical programs that represent a variety of cultures, genres, and historical periods.

Develop an interpretation of the expressive intent of musical selections based on the treatment of the elements of music, structural characteristics, context and purpose.

Explain and support interpretations of the expressive intent of musical selections, citing as evidence the treatment of the elements of music, context, and the style/genre of each work.

Explain and support interpretations of the expressive intent of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

The quality and effectiveness of a performance is based on criteria that vary across time, place, and cultures.

Refine and complete artistic work.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

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

Select, analyze, and interpret artistic work for presentation.

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

Responding

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

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

Convey meaning through the presentation of artistic work.

Perceive and analyze artistic work.

Interpret meaning in artistic work.

Performing

Connecting

Creating

The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Generate and conceptualize artistic ideas and work.

Reflect on past and current musical interests, people, and ideas that have influenced your journey and accomplishments, and identify topics that you would like to explore.

Identify and implement ways to use music to serve others, and describe the effect of the experience.

Design and complete a capstone project that requires musical leadership and creativity. Reflect on the experience.

Generate melodic, rhythmic, and timbral ideas for contrasting phrases.

Generate melodic, rhythmic, and timbral ideas for use in a complete passage of music.

Generate melodic, rhythmic, timbral, and implied harmonic ideas for compositions.

Select from and develop previous ideas to create contrasting phrases.

Preserve drafts of creative work through standard notation and recording technology.

Select from and develop previous ideas to create complete passages of music.

Preserve drafts of creative work through standard notation and recording technology.

Select from and develop previous ideas to create compositions, improvisations, and arrangements.

Preserve drafts of creative work through standard notation and recording technology.

Select various repertoire to study (from teacher- or student-provided options) based on music literacy, an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

Explain the criteria used to select varied repertoire to study (from teacher-or student-provided options) based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

Use teacher and student feedback to develop strategies that address expressive challenges to refine performances.

Identify the need for aural and visual cues.

Develop, apply, and evaluate appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

Initiate aural and visual cues.

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

Conduct or lead by providing aural and visual cues.

Apply criteria for selecting music (from teacher-or student-provided options) for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

Apply criteria for selecting music (from teacher -or student-provided options) for a variety of purposes, justifying choices by citing knowledge of the music and the specified purpose and context.

Use research and personally-developed criteria to justify choices made when selecting music by citing knowledge of the music, and individual and ensemble purpose and context.

Explain how the analysis of passages and understanding the way that the elements of music are manipulated informs the response to music.

Explain how the analysis of structures and contexts informs the response to music.

Demonstrate and justify how the analysis of structures, contexts, and performance decisions informs the response to music.

Performing

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Perceive and analyze artistic work.

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.

Generate and conceptualize artistic ideas and work.

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

Connecting

Select, analyze, and interpret artistic work for presentation.

Responding

The multi-dimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Organize and develop artistic ideas and work.

Performers' interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Musicians' creative choices are influenced by their expertise, context, and expressive intent.

Develop and refine artistic techniques and work for presentation.

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

Reflect on past and current musical interests, people and ideas that have influenced your journey and accomplishments, and identify topics that you would like to explore.

Identify and implement ways to use music to serve others, and describe the effects of the experience.

Design and complete a capstone project that requires musical leadership and creativity.

Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations, using digital tools.

Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations, using digital tools and digital resources.

Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations in variety of forms and styles that incorporate digital tools digital resources, and digital systems.

Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Identify, describe, and apply selected teacher-provided and/or student-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Research, identify, explain, and apply student-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Select, using teacher-developed criteria, a varied repertoire of music, based on interests, and an understanding of the performer's technical and technological skill.

Select, using teacher-developed and/or student-developed criteria, a varied repertoire of music, based on interests, an understanding of the theoretical and structural characteristics of the music, and the performer's technical skill, using digital tools and digital resources.

Select, using student-developed criteria, varied programs, based on interests, an understanding of the theoretical and structural characteristics, as well as expressive challenges in the music, and the performer's technical skill, using digital tools, digital resources, and digital systems.

Demonstrate how understanding the context, expressive challenges, and use of digital tools in a varied repertoire of music influences prepared or improvised performances.

Explain and support how understanding the style, genre, context, and use of digital tools and digital resources in a varied repertoire of music influences prepared or improvised performances and the performers' ability to connect with audiences.

Explain and present interpretations that demonstrate an understanding of how the style, genre, context, and integration of digital technologies in a varied repertoire of music informs and influences prepared and improvised performances and their ability to connect with audiences.

Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a variety of music.

Using digital tools and digital resources, demonstrate technical accuracy an d expressive qualities in prepared and improvised performances of a variety of styles of music.

Integrating digital and analog tools and digital resources, demonstrate an understanding of and attention to technical accuracy and expressive qualities of the music in prepared and improvised performances of a program of music of contrasting styles.

Apply teacher-developed criteria to select music for specified purposes, supporting choices by citing characteristics found in the music, digital and electronic aspects, and connections to interest, purpose, and context.

Use researched criteria to select music for a variety of purposes supporting choices by citing knowledge of the music, understanding of digital and electronic aspects, and the specified purpose and context.

Use research to develop personal criteria for selecting, describing, and comparing a variety of programs containing digital and electronic aspects.

Develop an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features, and purpose.

Explain and support interpretations of the expressive intent of musical selections, citing as evidence the treatment of the elements of music, digital and electronic features, context, and purpose.

Explain and support interpretations of the expressive intent of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms.

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

Refine and complete artistic work.

The quality and effectiveness of a performance is based on criteria that vary across time, place, and cultures.

Generate and conceptualize artistic ideas and work.

Responding

Convey meaning through the presentation of artistic work.

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

The multi-dimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Performing

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

Perceive and analyze artistic work.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

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

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Connecting

Creating

Select, analyze, and interpret artistic work for presentation.

Interpret meaning in artistic work.

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

Theater artists' interpretations of drama or theater work are influenced by personal experiences and aesthetics.

Theater artists develop personal processes and skills for a performance or design.

Select, analyze, and interpret artistic work for presentation.

Theater artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Organize and develop artistic ideas and work.

Refine and complete artistic work.

Creating

Perceive and analyze artistic work.

Understanding of theatrical experiences is deepened through reflection.

Theater artists allow awareness of relationships between self and others to influence and inform their work.

Apply criteria to evaluate artistic work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Theater artists deliberately interrelate their creative process with the world around them.

Interpret meaning in artistic work.

Connecting

Theater artists apply criteria to investigate, explore, and assess drama and theater work.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Convey meaning through the presentation of artistic work.

Theater artists critically inquire into the ways others have thought about and created theatrical processes and productions to inform their own work.

Responding

Generate and conceptualize artistic ideas and work.

Develop and refine artistic techniques and work for presentation.

The essence of theater is storytelling.

Theater artists work to discover different ways of communicating meaning.

Performing

Creativity is a foundation of theatrical practice.

Theater artists refine their work and practice their craft through rehearsal and active participation.

Investigate how cultural perspectives, community ideas and personal beliefs affect a drama or theater work.

Choose and interpret a drama or theater work to reflect or question personal beliefs.

Collaborate on a drama or theater work that examines a global issue, using personal, community, and cultural perspectives.

Explore how cultural, global, and historical belief systems affect creative choices in a drama or theater work.

Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama or theater work.

Develop a drama or theater work that identifies and questions cultural, global, and historical belief systems.

Research how theater artists apply creative processes to tell stories.

Use basic theater research methods to better understand the social and cultural background of a drama or theater work.

Use theater research to formulate creative choices for a devised or scripted drama or theater work.

Explore how personal beliefs and biases influence the interpretation of a drama or theater work.

Use an informed understanding to justify the creative choices made in a devised or scripted drama or theater work.

Present and support an opinion about the social, cultural, and historical understandings of a drama or theater conventions. work, based on critical research.

Apply basic research to construct ideas about the visual composition of a drama or theater work.

Explore the effect of technology on design choices.

Use script analysis to generate ideas about a character who is believable and authentic.

Investigate historical and cultural conventions and their effect on the visual composition of a drama or theater work.

Understand and apply technology to design solutions for a drama or theater work.

Use personal experiences and knowledge to develop a character who is believable and authentic.

Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama or theater work.

Create a complete design for a drama or theater work that incorporates technical elements.

Integrate cultural and historical contexts with personal experiences to create a character who is believable and authentic.

Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas.

Investigate the collaborative nature of the actor, director, playwright, and designers and explain how their roles can be interdependent.

Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences applied to a drama or theater work.

Cooperate as a creative team to make interpretive choices.

Develop and synthesize original ideas in a drama or theater work, utilizing critical analysis, historical and cultural context, research, and global theater traditions.

Collaborate as a creative team to discover artistic solutions and make interpreted choices in a devised or scripted drama or theater work.

Use theatrical conventions to revise a devised or scripted drama or theater work.

Use physical and vocal choices to develop a performance that is believable, authentic, and relevant.

Refine technical design choices to support the story of a devised or scripted drama or theater work.

Analyze the dramatic concept and technical design elements of a devised or scripted drama or theater work.

Use research and script analysis to revise physical and vocal choices to enhance the believability and relevance of a drama or theater work.

Revise technical design choices during a rehearsal process to enhance the story and emotional impact of a devised or scripted work.

Refine the style, genre, form, and theatrical conventions of a devised or scripted work.

Synthesize research, script analysis, and context to create a performance that is believable, authentic, and relevant.

Apply technical proficiency to support the story and emotional effect of a devised or scripted drama or theater work.

Examine how character relationships affect telling a story.

Shape character choices by using given circumstances in a drama or theater work.

Discover how unique choices shape believable and sustainable theatrical experiences.

Use theatrical research to determine choices that influence character.

Apply reliable theatrical research of directors' styles to form unique choices for a directorial concept.

Apply a variety of researched acting techniques as an approach to character choices.

Apply various acting techniques to expand skills in a rehearsal.

Use research to enhance a technical design.

Refine a range of acting skills to build a believable and sustainable performance.

Apply research of technical elements to create a design that communicates a theatrical concept.

Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

Explain and justify the technical design used to communicate a theatrical concept.

Perform a scripted drama or theater work for a specific audience.

Present a drama or theater work using creative processes that shape the production for a specific audience.

Demonstrate a critical awareness of the relationship between the production and its audience.

Respond to what is seen, felt, and heard in a drama or theater work to develop criteria for artistic choices.

Explain how multiple interpretations of a drama or theater work can influence future artistic choices.

Use historical and cultural context to structure and justify personal responses to a drama or theater work.

Analyze the influence of personal experiences in theatrical work.

Justify personal aesthetics through theatrical experience.

Provide evidence to support an interpretation of artistic choices.

Debate and distinguish multiple aesthetics through theatrical experience.

Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others.

Gather evidence and explain aesthetics to create a context for critical research that informs artistic decisions.

Examine a drama or theater work by using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

Critique the aesthetics of technical elements in a drama or theater work.

Consider the purpose of a drama or theater work in order to deepen understanding.

Analyze and assess a drama or theater work by connecting it to art forms, history, culture, and other disciplines, using supporting evidence and criteria.

Draw on personal aesthetics and technical elements to construct meaning in a drama or theater work.

Assess how a drama or theater work communicates purpose to a specific audience.

Research and synthesize cultural and historical information related to a drama or theater work to support or evaluate artistic choices.

Analyze and evaluate the aesthetic interpretation of multiple renditions of a drama or theater work.

Debate the connection between a drama or theater work and contemporary issues that may affect audiences.

Connecting

People create, respond to, and interact with objects and places in ways that define, shape, enhance, and empower their lives.

Artists and designers balance experimentation and freedom with safety and responsibility while developing and creating artwork.

Generating and solving artistic problems prepares people to contribute to innovative solutions within a society or culture.

Select, analyze and interpret artistic work for presentation.

Apply criteria to evaluate artistic work.

People evaluate art, based on various criteria.

Works of art and design embody and influence the needs, desires, beliefs, traditions, and values of people within a culture.

Responding

Creating

Generate and conceptualize artistic ideas and work.

Presenting

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Organize and develop artistic ideas and work.

Objects, artifacts, and artworks collected, preserved, or presented communicate meaning and function as a record of social, cultural, and political experiences; resulting in the cultivating of appreciation and understanding.

Artists and designers develop excellence through practice and constructive critique; and reflecting on, revising, and refining work over time.

Convey meaning through the presentation of artistic work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Artists, curators, and other arts professionals engage appropriate methods and resources when preparing artwork for presentation and preservation.

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

Develop and refine artistic techniques and work for presentation.

Interpret meaning in artistic work.

Artists, collectors, curators, and other arts professionals consider a variety of criteria when analyzing and selecting objects, artifacts, and artwork for presentation and preservation.

Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.

People gain insight into meanings of artwork by engaging in a process of art criticism.

Perceive and analyze artistic work.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, and the world.

Refine and complete artistic work.

Visual imagery influences understanding of and responses to the world.

Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.

Document the process of developing ideas; from early stages to full elaboration.

Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.

Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.

Investigate ways that art and design from one culture or time period can influence artists and designers from a different culture or time period.

Compare uses of art in a variety of societal, cultural, and historical contexts, and make connections to uses of art in contemporary and local contexts.

Assess the effect of an artist or a group of artists on the beliefs, values, and behaviors of a society.

Investigate how skills used in developing artistic solutions can be applied to study in other disciplines, and explore how they are sought-after work force attributes in other fields.

Explore past and current examples of artists working together with other professionals to generate solutions to ecological, social, and/or economic problems.

Using a design thinking approach, collaboratively investigate an issue in the greater community and develop an interdisciplinary solution.

Use multiple artmaking approaches to begin creative endeavors.

Formulate, individually or collaboratively, new creative problems, based on student's existing artwork.

Visualize and hypothesize to generate ideas and plans for creating art and design that can affect social change.

Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions.

Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design connected by a theme, idea, or concept.

Generate and develop artistic work in a self-directed manner.

Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.

Demonstrate an environmentally conscious approach to conservation, care, and clean-up of art materials, tools, and equipment in the art classroom.

Demonstrate awareness of the ethical implications of making and distributing creative work.

Explain how traditional and non-traditional materials may affect human health and the environment and demonstrate safe handling and disposal of materials, tools, and equipment.

Consistently apply ethical standards when making and distributing creative work.

Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

Develop a proposal and create sketches or a model for an installation, artwork, or space design that transforms the perception and experience of a particular place.

Redesign an object, system, place, or design in response to contemporary issues.

Demonstrate in works of art or design how visual culture and material culture define, shape, enhance, inhibit, and/or empower people's lives.

Apply relevant criteria and the feedback of others to revise and refine works of art and design in progress.

Engage in constructive critique with peers; then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.

Reflect on, re-engage, revise, and artwork refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.

Analyze, select, and curate art and artifacts for presentation and preservation.

Analyze, select, and critique personal artwork for a collection or portfolio presentation.

Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit event.

Analyze and evaluate how decisions made in the preparation and presentation of artwork affect a viewer's perception of meaning.

Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.

Investigate, compare, and contrast methods for preserving and protecting art.

Analyze and describe the effect that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.

Make, explain, and justify connections between artists or artwork and social, cultural, and political history.

Curate a collection of objects, artifacts, or artwork to affect the viewer's understanding of social, cultural, and/or political experiences.

Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.

Analyze how responses to art develop over time, based on knowledge of and experience with art and life.

Hypothesize ways in which art influences perception and understanding of human experiences.

Analyze the reciprocal relationship between understanding the world and experiencing imagery.

Identify commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

Evaluate the effectiveness of images to influence ideas, feelings, and behaviors of specific audiences.

Construct interpretations of artwork, supported by relevant and sufficient evidence found both in the work and in surrounding contexts.

Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

Establish relevant criteria in order to evaluate a work of art or collection of works

Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

Construct evaluations of a work of art or collection of works, based on differing sets of criteria.