Standards
Students make connections between/among the arts and disciplines outside the arts by…
Generate resourceStudents show understanding of how the arts shape and reflect various cultures and times by…
Generate resourceStudents approach artistic problem solving with an open mind and creative thinking by…
Generate resourceUsing the structures or forms AB, ABA, canon, call and response, narrative, theme and variation, palindrome, and the principles of contrast and transition.
Generate resourceImprovising, creating and performing dances based on their own ideas and concepts from other sources.
Generate resourceDeveloping a character through alternative media (e.g., script writing, dance, music, visual art).
Generate resourceDescribing and combining elements and principles of design (e.g., value, contrast, positive and negative, linear and axial symmetry, use of color wheel including intermediate colors, hue, tint, shade, analogous and complementary colors).
Generate resourceDance: time, energy, space, gesture, form (AB)<br /> Music: pitch, rhythm, tempo, dynamics, form, timbre, texture, articulation<br /> Theater: act, scene, beat, plot, imagery, script, rehearsal, gesture, performance, director, motivation<br /> Visual Arts: gesture, contour, shading, value, contrast, positive and negative space, symmetry, color theory, media, scale, proportion, perspective, vanishing point
Generate resourceAsking questions of the artist (e.g., When you slowed the tempo of the movement, how did you want the audience to feel?).
Generate resourceIdentifying challenges inherent in the work (e.g., This new note is hard to play.).
Generate resourceDemonstrating ways in which the basic principles and subject matter are applicable (e.g., form, rhythm, balance).
Generate resourceRecognizing and demonstrating qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force).
Generate resourceExplaining and using different media, genre and techniques with appropriate vocabulary (e.g., charcoal, pastel, assemblage, gesture and contour drawing, scale, proportion, stylization, shading, linear and aerial perspective, vanishing point).
Generate resourceAdjusting and reproducing a three part sequence of nonlocomotor and locomotor movements to stay on the beat while moving with a partner or group.
Generate resourceCreating or performing art from two or more cultures, identifying common subjects and themes (e.g., freedom, triumph over adversity, celebrating seasons).
Generate resourceDiscussing the use of the arts within societies (e.g., anthems, flags/banners, rituals in various cultures).
Generate resourceResponding to the cues of the conductor (e.g., steady beat, tempo, start and stop, dynamics, cues).
Generate resourceImprovising within specified guidelines (e.g., pentatonic, blues, major, minor scales, and simple rhythmic and melodic variations).
Generate resourceAppropriate, supervised use of hand tools (e.g., hot glue guns, painting supplies, etc.).
Generate resourceSuggesting changes (e.g., You might try moving very slowly to fast music to create a contrast.).
Generate resourceDemonstrating an understanding of how the arts have a relationship to time and place (e.g., jazz—New Orleans, Greek theater – comedy and tragedy).
Generate resourceIdentifying and describing motivations and purposes of artists and their art work (e.g., religious beliefs, personal expression, social commentary, communication of cultural traditions).
Generate resourceIdentifying the various roles of artists (e.g., musician/ composer, artist/art historian, actor/producer, dancer/choreographer).
Generate resourceDemonstrating an understanding of how the arts contribute to physical and mental health (e.g., fitness, posture, relaxation, mental stimulation, motor coordination).
Generate resourceSolving increasingly complex movement challenges involving several movement concepts with a partner or small group.
Generate resourceCommunicating ideas, concepts, feelings from other disciplines (e.g., show understanding of science through music or theatre).
Generate resourceDescribing needs for technical theater (e.g., lights, sound, props, costume).
Generate resourceDemonstrating consistency and reliability in performing movements (e.g., complex folk dance).
Generate resourceDescribing and singing/playing instruments using the elements of music in material presented to them from various styles representing diverse cultures (e.g., pitch, rhythm, tempo, dynamics, form, timbre, texture, and articulation).
Generate resourceAsking questions about your own work (e.g., Have I repeated this movement combination too many times?).
Generate resourceConsidering and trying out these diverse solutions, and employing one appropriate to the work (e.g., I'll try breathing from the diaphragm.).
Generate resourcePurposefully applying elements of 2D and 3D design (e.g., 2D—applying color theory through the use of the color wheel including shades, tints, analogous and complementary colors; identifying and using form and texture; creating implied form and texture with value and lines; 3D—surface pattern on a clay vessel).
Generate resourceComposing and arranging using the elements of music within specified guidelines (e.g., form, harmony, rhythm, pitch).
Generate resourceMaking affirming statements with specific evidence (e.g., You showed great energy when you leapt from the floor!).
Generate resourceGenerating a variety of strategies/techniques to address those challenges (e.g., Do I need more air? Should I ask my group? Do I need to look up the fingering?).
Generate resourceDemonstrating understanding of health and safety issues related to the arts (e.g., using safe work habits and techniques).
Generate resourceExplaining qualities (elements, principles of design, expression) that may evoke emotion and meaning.
Generate resourceDemonstrating commitment and a sense of purpose (e.g., persevering to complete quality work, working to personal best).
Generate resourceRelating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience, cultural context ).
Generate resourceDeveloping a character through improvisation (props, costuming, set design, etc.).
Generate resourceTaking responsibility for setting and adjusting goals for self (e.g., prioritizing responsibilities, managing time, and meeting completion deadlines).
Generate resourceIdentifying and demonstrating dance movements (e.g., grapevine, soft knees, plie, releve, triplet, ball change, first and second positions, folk dance call and response, contrast, transition, structures, abstract, choreography, alignment, forms, solo, duet, trio, ensemble).
Generate resourceReading and notating music (e.g., eighth rests, whole, sixteenth notes, syncopation, metronome markings, cresc., decresc., accel, ritard).
Generate resourceIdentifying or demonstrating dance concepts of space, energy, gesture, time, form, genre.
Generate resourceIdentifying theme and dance form (e.g., narrative, canon, call and response, pattern [ABA]).
Generate resourceCooperating in an ensemble, group, or partnership to maintain an environment of safety, confidence, mutual esteem, and support.
Generate resourceSinging and playing ensemble and solo experiences with a varied repertoire of music at a degree of difficulty of level 1-2 (see NYSSMA Manual).
Generate resource