Visual and Performing Arts Content Standards - California ...

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ACKNOWLEDGMENTS The following individuals reviewed the standards prior to the standards’ adoption by the State Board of Education: Jill Jacobson Bennet, Dance Educator Gabe Bernstein, The California Arts Project Jean Brown, Brand New Sound, Inc., A Children’s Community Chorus David Catanzarite, Los Angeles Unified School District Wayne Cook, California Arts Council Barbara Cuppet, Dance Educator Don Dustin, Los Angeles Unified School District Sue Fulmer, San Juan Unified School District M. Kent Gregory, Garden Grove Unified School District Barbara Hoffman, Sierra North Arts Project Janice King, Dance Educator Margie Lehr, San Juan Unified School District Suzanne Mandell, San Juan Unified School District viii Toni Marich, California State University, Dominguez Hills Gwen McGraw, California State University, Sacramento Christine Olivo, Natomas Unified School District Crystal Olson, California State University, Sacramento Jerry Pannone, San Francisco Unified School District Jim Pritchard, Galt Joint Union High School District Lisa Roseman, Tustin Unified School District Sally Ann Ryan, San Francisco Unified School District David Isamu Tamori, Oroville Union High School District Drawing by Felicia Marie Zaragoza Teacher: Pattie Shaw Grant High School, Sacramento
Introduction Dance, music, theatre, and the visual arts have endured in all cultures throughout the ages as a universal basic language. The arts convey knowledge and meaning not learned through the study of other subjects. Study in and through the arts employs a form of thinking and a way of knowing based on human judgment, invention, and imagination. Arts education offers students the opportunity to envision, set goals, determine a method to reach a goal and try it out, identify alternatives, evaluate, revise, solve problems, imagine, work collaboratively, and apply self-discipline. As they study and create in the arts, students use the potential of the human mind to its full and unique capacity. The visual and performing arts are a vital part of a well-rounded educational program for all students. The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance, music, theatre, and the visual arts that all students should be able to master at specific grade levels, prekindergarten through grade twelve, in California public schools. The standards were built on the components of arts education contained in the Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve, which was adopted by the State Board of Education in 1996. The strands and standards in this publication describe the content that students need to master by the end of each grade level (prekindergarten through grade eight) or cluster of grades (grades nine through twelve at the proficient and advanced levels). These standards were developed in response to Senate Bill 1390 (Murray), signed by Governor Gray Davis in September 2000. That bill calls for the adoption of visual and performing arts content standards by the California State Board of Education and states that instruction in the visual and performing arts should be made available to all students. However, as with standards in other curriculum areas, the bill does not require schools to follow the content standards. Nothing in the bill mandates an assessment of pupils in the visual or performing arts. As stated in the bill, “The content standards are intended to provide a framework for programs that a school may offer in the instruction of visual or performing arts.” Format of the Arts Content Standards For each arts discipline the content standards are grouped under five visual and ix
Page 1 and 2: B O Visual and Performing Arts Cont
Page 3 and 4: ii Publishing Information When the
Page 5 and 6: CONTENTS Grade Eight ..............
Page 7: Acknowledgments The development of
Page 11: from the perspectives of American c
Page 14 and 15: 3.0 HISTORICAL AND CULTURAL CONTEXT
Page 18 and 19: Application of Choreographic Princi
Page 20 and 21: Dance Grade Two 1.0 ARTISTIC PERCEP
Page 22 and 23: Dance GRADE TWO Meaning and Impact
Page 24 and 25: Creation/Invention of Dance Movemen
Page 26 and 27: Dance Grade Four 1.0 ARTISTIC PERCE
Page 28 and 29: Description, Analysis, and Criticis
Page 30 and 31: Dance GRADE FIVE Application of Cho
Page 32 and 33: Dance Grade Six 1.0 ARTISTIC PERCEP
Page 34 and 35: 4.0 AESTHETIC VALUING Responding to
Page 38 and 39: Dance Grade Eight 1.0 ARTISTIC PERC
Page 40 and 41: 4.0 AESTHETIC VALUING Responding to
Page 44 and 45: Dance Grades Nine Through Twelve- A
Page 46 and 47: Dance GRADES NINE THROUGH TWELVE-AD
Page 48 and 49: GLOSSARY OF TERMS USED IN THE DANCE
Page 50: GLOSSARY OF TERMS USED IN THE DANCE
Page 55 and 56: Role of Music 3.1 Identify the vari
Page 59 and 60:
Music Grade Two 1.0 ARTISTIC PERCEP
Page 61 and 62:
5.0 CONNECTIONS, RELATIONSHIPS, APP
Page 63 and 64:
Music GRADE THREE Apply Vocal and I
Page 65 and 66:
Music Grade Four 1.0 ARTISTIC PERCE
Page 67 and 68:
5.0 CONNECTIONS, RELATIONSHIPS, APP
Page 69 and 70:
Compose, Arrange, and Improvise Mus
Page 71 and 72:
Music Grade Six 1.0 ARTISTIC PERCEP
Page 73 and 74:
Analyze and Critically Assess Music
Page 75 and 76:
Music GRADE SEVEN Apply Vocal or In
Page 77 and 78:
Music Grade Eight 1.0 ARTISTIC PERC
Page 79 and 80:
4.0 AESTHETIC VALUING Responding to
Page 81 and 82:
2.0 CREATIVE EXPRESSION Creating, P
Page 83 and 84:
Music Grades Nine Through Twelve- A
Page 85 and 86:
4.0 AESTHETIC VALUING Music GRADES
Page 87 and 88:
GLOSSARY OF TERMS USED IN THE MUSIC
Page 89 and 90:
GLOSSARY OF TERMS USED IN THE MUSIC
Page 91 and 92:
Theatre Prekindergarten 1.0 ARTISTI
Page 93 and 94:
Theatre Kindergarten 1.0 ARTISTIC P
Page 95 and 96:
Theatre Grade One 1.0 ARTISTIC PERC
Page 97 and 98:
GRADE ONE Theatre 88 Connections an
Page 99 and 100:
GRADE TWO Theatre 3.0 HISTORICAL AN
Page 101 and 102:
Theatre Grade Three 1.0 ARTISTIC PE
Page 103 and 104:
Theatre Grade Four 1.0 ARTISTIC PER
Page 105 and 106:
GRADE FOUR Theatre 5.0 CONNECTIONS,
Page 107 and 108:
GRADE FIVE Theatre 3.0 HISTORICAL A
Page 109 and 110:
Theatre Grade Six 1.0 ARTISTIC PERC
Page 111 and 112:
GRADE SIX Theatre 5.0 CONNECTIONS,
Page 113 and 114:
GRADE SEVEN Theatre 3.0 HISTORICAL
Page 115 and 116:
Theatre Grade Eight 1.0 ARTISTIC PE
Page 117 and 118:
GRADE EIGHT Theatre 5.0 CONNECTIONS
Page 119 and 120:
GRADES NINE THROUGH TWELVE-PROFICIE
Page 121 and 122:
Theatre Grades Nine Through Twelve-
Page 123 and 124:
GRADES NINE THROUGH TWELVE-ADVANCED
Page 125 and 126:
GLOSSARY OF TERMS USED IN THE THEAT
Page 127 and 128:
GLOSSARY OF TERMS USED IN THE THEAT
Page 130 and 131:
Visual Arts Prekindergarten 1.0 ART
Page 132 and 133:
PREKINDERGARTEN Visual Arts 5.0 CON
Page 134 and 135:
KINDERGARTEN Visual Arts 3.0 HISTOR
Page 136 and 137:
Visual Arts Grade One 1.0 ARTISTIC
Page 138 and 139:
GRADE ONE Visual Arts 5.0 CONNECTIO
Page 140 and 141:
GRADE TWO Visual Arts 3.0 HISTORICA
Page 142 and 143:
Visual Arts Grade Three 1.0 ARTISTI
Page 144 and 145:
GRADE THREE Visual Arts Make Inform
Page 146 and 147:
GRADE FOUR Visual Arts Communicatio
Page 148 and 149:
Visual Arts Grade Five 1.0 ARTISTIC
Page 150 and 151:
GRADE FIVE Visual Arts 5.0 CONNECTI
Page 152 and 153:
GRADE SIX Visual Arts 3.0 HISTORICA
Page 154 and 155:
Visual Arts Grade Seven 1.0 ARTISTI
Page 156 and 157:
GRADE SEVEN Visual Arts 5.0 CONNECT
Page 158 and 159:
GRADE EIGHT Visual Arts Communicati
Page 160 and 161:
Visual Arts Grades Nine Through Twe
Page 162 and 163:
GRADES NINE THROUGH TWELVE-PROFICIE
Page 164 and 165:
GRADES NINE THROUGH TWELVE-ADVANCED
Page 166 and 167:
Glossary of Terms Used in the Visua
Page 168 and 169:
GLOSSARY OF TERMS USED IN THE VISUA
Page 170 and 171:
GLOSSARY OF TERMS USED IN THE VISUA
Page 172:
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