High School Fine Arts Vermont Standards

Students show skill development when creating dance by…

Students show skill development when creating art by…

Students perform/communicate through art by…

Students show understanding of art concepts and vocabulary by…

Students describe art using appropriate vocabulary, for example:

Students analyze, interpret, and respond to art by…

Students critique and revise art by…

Students make connections between/among the arts and disciplines outside the arts by…

Students show understanding of how the arts impact lifelong choices by…

Students show understanding of how the arts shape and reflect various cultures and times by…

Students approach artistic problem solving with an open mind and creative thinking by…

Students perform/communicate through dance by…

Students develop effective, personal work habits by….

Students demonstrate appropriate interactions by…

Students show understanding of dance concepts and vocabulary by…

Students show skill development when creating music by…

Students perform/communicate through music by…

Students show understanding of music concepts and vocabulary by…

Students show skill development when creating theatre by…

Students perform/communicate through theatre by…

Students show understanding of theatre concepts and vocabulary by…

Describing and demonstrating how art and artists reflect and shape their time and culture.

Using choreographic principles, practices and structures (i.e., reordering, retrograde, motif, unison, canon) and processes (i.e., improvisation, manipulation, chance).

Asking questions of the artist (e.g., How were you able to get that texture in your work?).

Labeling and participating in a cold reading and audition.

Responding to the cues of the conductor (e.g., tempo, dynamics, cues, expression, accents, articulation, phrasing, line, rubato).

Visual Arts: Skill Development

Cooperating in an ensemble, group, or partnership to maintain an environment of safety, confidence, mutual esteem, and support.

Using innovative visual metaphors in creating work of art.

Arranging simple pieces for voices or instruments other than those for which the pieces were written.

Making affirming statements with specific evidence (e.g., Your landscape painting shows sensitive brush work in the Japanese tradition.).

Explaining how elements, artistic processes, and/or organizational principles are used in similar and distinctive ways (e.g., form, tone color, balance, unity and variety, texture, harmony, etc.).

Adjusting voice tone/level and timing before an audience.

Fulfilling technical responsibilities, pre-show through strike.

Demonstrating development of character using physical and vocal expression and text analysis and research.

Approach to Work

Analyzing theme and identifying dance form.

Reflecting the mood and style of the dance piece.

Dance: Skill Development

Identifying or demonstrating dance concepts of space, energy, gesture, time, form, genre.

Designing or identifying designs that establish character, based on text analysis and research of culture, history and stage design.

Creating art work to show understandings of a discipline (e.g., show understanding of music through history, show understanding of dance through anatomy, show understanding of theatre through literature).

Applying techniques from a culture to create or perform a work of art.

Demonstrating an understanding of how the arts contribute to physical and mental health (e.g., reaction to/commentary on an event).

Demonstrating consistency and reliability in technical skills with appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination, elevation in locomotor and nonlocomotor/axial movement, in solo, duet, trio, quartet and ensemble.

Singing solos and two and three part literature with a more varied repertoire (e.g., various cultures and styles) and a degree of difficulty of level 5 (see NYSSMA Manual)

Designing or identifying designs that establish character based on text analysis and research.

Music: Skill Development

Producing a practiced scene.

Identifying the foundation or roots of a specific art form related to time and culture (e.g., tap dance from Africa and Ireland converging in Harlem).

Improvising short songs and instrumental pieces using a variety of techniques, (e.g., changes in tone color, dynamics, and pitch bending).

Developing rigorous criteria and setting goals for themselves (e.g., prioritizing responsibilities, managing time/materials, and meeting completion deadlines).

Recognizing and executing complex shapes and patterns from different genre, styles, and traditions.

Demonstrating memorization and accurate reproduction of a multiple part movement sequence, including rhythmic acuity.

Demonstrating a personal style and advanced proficiency in communicating an idea or emotion.

Developing and applying specific criteria, individually or in groups.

Analyzing and comparing several compositions of a similar genre or style.

Applying space concepts.

Choreographing for a solo dancer.

Relating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience, background knowledge, cultural context, artist's intent, and/or artist's process).

Moderating projection based on piece and audience.

Creating a piece based on an established genre or style.

Moving to rhythms of various genres.

Creating art work to show understandings of a discipline (e.g., show understanding of chemistry through ceramics, show understanding of technology through art, show understanding of physics through music, show understanding of culture through dance, show understanding of history through theater).

Analyzing and integrating the elements and principles of design (e.g., expressive use of elements and compositional structure appropriate to subject matter in order to convey emotion or idea).

Identifying universal themes and socio-political issues in a variety of art forms in different cultural contexts.

Assembling and refining the artist portfolio and resume.

Appropriate, safe use of tools (e.g., power saws, sewing machine, lighting equipment, paint guns).

Identifying or demonstrating dance concepts of space, energy, gesture, time, form, genre (e.g., ballet, jazz, tap, folk, modern, hip-hop, etc.).

Building scenic elements to fit production design.

Presenting a researched design project for a production (e.g. costuming, s et, props, lighting, management).

Participating in individual and/or group work willingly and appropriately.

Producing visual representations that demonstrate innovative relationships between elements and principles of design (e.g., constructing teapot that weds utility and design).

Being prepared and on-time.

Comparing/contrasting works of art, which may include a student's own work.

Using character work, scenario techniques, and design detail to develop the performance.

Explaining qualities (elements, principles of design, expression) and how they evoke emotion and meaning.

Reading and notating music at the level of difficulty of 4 on a scale of 1-6 (See NYSSMA Manual).

Assembling and displaying objects or works of art as a part of a public exhibition (e.g., curatorial responsibility).

Improvising new movements and manipulating learned movements using the elements of dance to choreograph studies.

Using a variety of learning strategies (e.g., different practice techniques).

Asking questions about your own work (e.g., How can I use one point perspective effectively?).

Reading and notating music at the level of difficulty of 5 on a scale of 1-6 (See NYSSMA Manual).

Investigating the levels of discipline knowledge and skills required for career preparation in the arts.

Expanding on uses of media techniques and processes with skill, confidence, and sensitivity to that their intentions are carried out in their works of art.

Producing a multiple part sequence of nonlocomotor and locomotor movements.

Reflecting on and identifying personal strengths and weaknesses and potential success in art forms.

Analyzing purposes and functions of art and artists in the context of history and culture.

Creating or performing a work of art that communicates a cross cultural or universal theme.

Recognizing and labeling acting technique (e.g., Stanslavski, Meyerhold, Meisner).

Demonstrating commitment and a sense of purpose (e.g., persevering to complete quality work, working to personal best).

Solving increasingly complex movement challenges involving several movement concepts with a group.

Improvising.

Analyzing and demonstrating innovative and skillful integration of the elements and principles of design (e.g., innovative synthesis of formal and expressive qualities in a work of art).

Theater: Skill Development

Classifying art works by style, genre, historical period, and explaining why each is representative.

Demonstrating understanding of health and safety issues related to the arts (e.g., using safe work habits and techniques).

Identifying and demonstrating dance movements (e.g., dynamics, manipulation, tempo, projection, expression, orientation, reordering, variation).

Assembling and refining the artist portfolio and resume.

Articulating and utilizing formal and expressive qualities of a variety of media, techniques and complex processes with appropriate vocabulary.

Playing a musical instrument with a more varied repertoire (e.g., various culture and styles) alone and with others and a degree of difficulty of level 4 (see NYSSMA Manual).

Dance: composition, intention, narrative, dynamics, motif/variation<br /> Music: pitch, rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style<br /> Theater: protagonist/antagonist, crisis, catharsis, climax, resolution, scenario, transformation<br /> Visual Arts: by using the elements and principles of art, along with previously learned vocabulary

Using marketing techniques for a production (e.g., playbill, PSAs, press release, poster, study guide, etc.).

Appropriate use of advanced production tools (e.g., CAD, welding, special effects equipment, etc.).

Using character and scenario to develop a script.

Recognizing and labeling acting techniques.

Demonstrating and refining auditioning skills.

Recognizing and demonstrating qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free-flow, direct/indirect, expression, clarity, musicality, and projection).

Identifying opportunities for lifelong involvement in the arts (e.g., career, patron, recreation, entertainment).

Explaining how elements, artistic processes, and/or organizational principles are used in similar and distinctive ways (e.g., form, tone color, balance, unity and variety, texture, harmony, etc.).

Using marketing techniques for a production (e.g., press release, poster, study guide, etc.).

Improvising and manipulating movements.

Generating a variety of strategies/techniques to address those challenges (e.g., researching and applying new strategies).

Demonstrating development of character using physical and vocal expression, text analysis and research based on acting style (e.g., Greek, modern).

Selecting appropriate drawing techniques for visual representations.

Suggesting changes (e.g., You might consider using contrasting colors for emphasis.).

Discerning and responding to those suggestions that are effective, and justifying aesthetic decisions.

Demonstrating effective relationships between the elements and principles of design (e.g., using line to demonstrate movement).

Taking material they've learned and using it in a new way (e.g., improvisation).

Sophisticated articulation and manipulation of formal and expressive qualities of a variety of media, techniques, and complex processes with appropriate vocabulary.

Demonstrating refined artisanship, technical skills, and expressive qualities in visual representations.

Reflection and Critique

Recognizing and demonstrating qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free-flow, direct/indirect).

Describing aural examples of a varied repertoire using the elements of music.

Demonstrating an understanding of how the arts contribute to physical and mental health (e.g., identifying the best practices and hazards specific to each discipline).

Demonstrating memorization and accurate reproduction of a multiple part movement sequence, including rhythmic acuity (e.g., mixed meter).

Controlling media techniques and processes with skill, confidence, and sensitivity so that their intentions are carried out in their works of art.

Making Connections

Composing and arranging for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources.

Define and identify protagonist, antagonist, crisis, catharsis, climax resolution, exposition complication; theme, tone or emotion of script, objective, sub-text .

Bringing ideas learned previously into the development of work.

Composing in several distinct styles using the elements of music for expressive effect.

Choreographing dances that effectively communicate a theme.

Playing a musical instrument with a more varied repertoire (e.g., various culture and styles) alone and with others and a degree of difficulty of level 5 (see NYSSMA Manual).

Singing solos and two and three part literature with a more varied repertoire (e.g., various cultures and styles) and a degree of difficulty of level 4 (see NYSSMA Manual)