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 resourceImprovising using various techniques for developing musical ideas (e.g., pentatonic, blues and major and minor scales, riffs, motifs).
Generate resourceComposing and arranging using a variety of traditional, non-traditional and electronic media; using the elements of music within specified guidelines; demonstrating unity, variety, tension and release and appropriate voicing.
Generate resourceRecognizing and demonstrating qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free-flow, direct/indirect).
Generate resourceIdentifying or demonstrating dance concepts of space, energy, gesture, time, form, genre.
Generate resourceIdentifying and describing different motivations and purposes of artists and their art work, demonstrating an understanding of their context in time and place.
Generate resourceDeveloping rigorous criteria and setting goals for themselves (e.g., prioritizing responsibilities, managing time/materials, and meeting completion deadlines).
Generate resourceIdentifying theme and dance form (e.g., narrative, canon, call and response, pattern [ABA]).
Generate resourceDiscerning and responding to those suggestions that are effective, and justifying aesthetic decisions.
Generate resourceSinging solos and two and three part literature with a more varied repertoire (e.g., various cultures and styles) and a degree of difficulty of levels 2-3 (see NYSSMA Manual).
Generate resourceDance: phrasing, complex meters, positive/negative space, form (ABA, rondos)<br /> Music: pitch; rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style<br /> Theater: exposition, conflict, action/reaction, production value, focus, scenic concepts, theme<br /> Visual Arts: emphasis, unity asymmetry, rhythm, movement, modeling, stippling, cross-hatching, additive and subtractive sculpting
Generate resourceResponding to the cues of the conductor (e.g., steady beat, tempo, start and stop, dynamics, cues, expression, accents, articulation).
Generate resourceDescribing and making use of formal and expressive qualities of different media, processes and techniques with appropriate vocabulary (e.g., one and two point perspective, modeling, stippling, cross-hatching, additive and subtractive sculpting).
Generate resourceDescribing aural examples of music using appropriate terminology (e.g., pitch, rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style).
Generate resourceDescribing and integrating elements and principles of design (e.g., emphasis, unity, asymmetry, rhythm, movement, expressive use of color).
Generate resourceAsking questions about your own work (e.g., How did the clarinet section respond to the tempo change?).
Generate resourceCreating or performing art from different cultures, identifying common subjects, themes and techniques/styles.
Generate resourceUsing a variety of learning strategies (e.g., different practice techniques).
Generate resourceMaking affirming statements with specific evidence (e.g., The band played with good balance.).
Generate resourceSuggesting changes (e.g., The drummers might try playing at the edge of the drum head to play softer.).
Generate resourceCooperating in an ensemble, group, or partnership to maintain an environment of safety, confidence, mutual esteem, and support.
Generate resourceDemonstrating consistency and reliability in the qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free flow, direct/indirect).
Generate resourceDemonstrating individual point of view to create meaning in their work of art.
Generate resourceReading and notating music at the level of difficulty of 2 on a scale of 1-6 (See NYSSMA Manual).
Generate resourceAsking questions of the artist(s) (e.g., Why were the violins sharp in the first passage?).
Generate resourceCommunicating ideas, concepts, feelings from other disciplines (e.g., show understanding of theatre through dance).
Generate resourceIdentifying and demonstrating dance movements (e.g., dynamics, manipulation, tempo, projection, expression, orientation, reordering, variation).
Generate resourceMaking compositional decisions guided by specific principles, such as balance, movement, emphasis, etc. (e.g., intentional use of color as expressive quality, printmaking, additive/subtractive sculpture, etc.).
Generate resourceUsing dance elements reflecting various musical rhythms, styles, dynamics, ideas and themes in choreography.
Generate resourceIdentifying significant artists and their works from various times and places.
Generate resourceDeveloping a character using non-verbal techniques (e.g. dance, mime, physical comedy, stage combat (wrestling, sword play, physical confrontation).
Generate resourceDemonstrating memorization and accurate reproduction of a multiple part movement sequence to a complex beat in solo, duet, trio, quartet and ensemble.
Generate resourceDemonstrating understanding of health and safety issues related to the arts (e.g., using safe work habits and techniques).
Generate resourcePlaying a musical instrument with a more varied repertoire (e.g., various culture and styles) alone and with others and a degree of difficulty of levels 2-3 (see NYSSMA Manual)
Generate resourceImprovising new movements and manipulating learned movements using the elements of dance to choreograph studies.
Generate resourceGenerating a variety of strategies/techniques to address those challenges (e.g., Should I add more ink? Should I press harder with my baren?).
Generate resourceExplaining qualities (elements, principles of design, expression) and how they evoke emotion and meaning.
Generate resourceDescribing stage architecture (i.e., proscenium, thrust, arena, fourth wall).
Generate resourceDemonstrating an understanding of how the arts contribute to physical and mental health (e.g., self-expression, such as anger, joy, confusion, frustration).
Generate resourceSolving increasingly complex movement challenges involving several movement concepts with a group.
Generate resourceConsidering and trying out these diverse solutions, and employing one appropriate to the work (e.g., I'll add more ink.).
Generate resourceDemonstrating ways in which the basic principles and subject matter are applicable (e.g., form, balance, tone, color, unity and variety).
Generate resourceSelecting a piece of their own art work for a public exhibition and defending their choice.
Generate resourceAppropriate, safe use of hand tools (e.g., cordless drill, stapler, hammer, etc.).
Generate resourceResearching and describing how the arts reflect cultural values in various traditions throughout the world.
Generate resourceRelating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience, background knowledge, cultural context).
Generate resourceRecognizing and label acting styles, genre, sensory language, physical comedy, dialogue and monologue, nonverbal skills.
Generate resourceDemonstrating commitment and a sense of purpose (e.g., persevering to complete quality work, working to personal best).
Generate resourceModeling skills of different arts careers through classroom work or community experiences.
Generate resourceUsing personal observation to refine the visual representation of objects in their drawings and paintings (e.g., proportion, shading techniques, color relationships).
Generate resource