West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044I - West Virginia College- and Career-Readiness Standards for the Arts (2520.9) › Section 126-44I-5 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1. If any
				provisions of this rule or the application thereof to any person or
				circumstances are held invalid, such invalidity shall not affect other
				provisions or applications of this rule.
Introduction
WVCCRS have been developed with the goal of preparing
				  students for a wide range of high-quality postsecondary opportunities.
				  Specifically, college- and career-readiness refers to the knowledge, skills,
				  and dispositions needed to be successful in higher education and/or training
				  that lead to gainful employment. The WVCCRS establish a set of knowledge and
				  skills that all individuals need to transition into higher education or the
				  workplace, as both realms share many expectations. All students throughout
				  their educational experience, should develop a full understanding of the career
				  opportunities available, the education necessary to be successful in their
				  chosen pathway, and a plan to attain their goals.
WVCCRS for the Arts promote proficiency in performing a range
				  of material or creating two or three dimensional artworks, analyzing and
				  processing feedback, the application of verbal and non-verbal communication,
				  and integrity in responsible collaboration with peers. Students will develop
				  problem solving and critical thinking skills independently and collaboratively
				  as they engage in the common domains of the arts - create, connect, explore,
				  perform, relate, respond, and others germane to specific arts disciplines.
				  College-and career-readiness is supported in the arts as students acquire and
				  further develop abilities to become creators, consumers and advocates of the
				  arts.
Committees of educators from across the state convened to
				  revise the standards. The overarching goal was to build rigorous, relevant and
				  challenging arts education programming that would prepare students for college-
				  and career-readiness. West Virginia educators and representatives from higher
				  education institutions played a key role in shaping the standards to align with
				  research and best practice in the field of arts education. The contribution of
				  these professionals was critical in creating a policy that is meaningful to
				  classroom teachers and appears in a format that can easily be used and
				  understood.
Explanation of Terms
Domains
are the broad components that make up a
				  content area; e.g., create, connect, explore, perform, relate, respond are
				  domains found in all arts disciplines.
Create
- In the arts, to create is to generate,
				  conceptualize, and express artistic ideas and work. It can include a
				  performance, a composition, and/or a two and three dimensional piece of
				  art.
Connect
- In the arts, to connect is to
				  synthesize and relate knowledge and experiences to make art. It can include
				  relating artistic ideas and works with societal, cultural and historical
				  context to deepen understanding.
Explore
- In the arts, to explore is to study,
				  analyze, experience, describe and interpret arts disciplines.
Perform
- In the arts, to perform is to
				  interpret, develop and refine artistic ideas and works for presentation and
				  study. It can include individual and group efforts.
Relate
-In the arts, to relate is to understand
				  the relationship of a single arts discipline to other arts disciplines, other
				  disciplines outside the arts, and to a variety of cultures and historical
				  periods.
Respond
- In the arts, to respond is to
				  perceive, interpret, and analyze artistic work giving it meaning. It can
				  include applying criteria to evaluate artistic work.
Others specific to theatre and visual art are: Theatre -
				  scriptwriting, acting, technical theatre, directing, and Visual Art - media,
				  techniques and processes, elements of art and principles of design, subject
				  matter, symbols, and Ideas, art history and diversity, reflection and analysis
				  and multi-disciplinary connections. These content-specific domains are featured
				  in chart form at the beginning of standards in which they appear.
Standards
are the expectations for what students
				  should know, understand, and be able to do; standards represent educational
				  goals.
Numbering of Standards
The numbering for each standard is composed of three or four
				  parts, each part separated by a period:
* the content area code (e.g., MU for Music).
* the grade level or high school content area,
* the course level (when applicable), and
* the standard.
Illustration: MU.K-2.1 refers to General Music, grades K-2,
				  standard 1
MU. B.3.22 refers to Band, level III, standard 22.
Abbreviations:
MU - Music
VA - Visual Art
DA - Dance
TH- Theatre
The following four arts disciplines are:
Music education
Music education provides students with opportunities to
				  explore the world of music through singing, playing instruments, moving, and
				  listening and to develop skills to perform, create, and appreciate music. Civic
				  literacy is developed in music education through the study of patriotic and
				  folk music. In addition, global awareness will be introduced to the student
				  through experiencing the music of other cultures. Collaboration skills will be
				  emphasized as students learn to perform with others in various ensembles.
				  Critical-thinking skills will be sharpened as students actively listen and
				  respond to what they hear. Creativity and problem-solving skills will be
				  developed through simple composition and improvisation. Students will relate
				  music to other disciplines, including literature, math, science, and visual
				  art.
Visual Art education
The study of visual art provides students with the skills to
				  appreciate and create and visual art. In visual art, students explore the world
				  of art through subject matter that centers on the student's own environment,
				  allowing them to express feelings and ideas using a variety of media and tools.
				  Communication skills are developed as students discover how to communicate
				  through art and to discuss their own creations. Technical expertise is honed as
				  they learn to use tools properly for drawing, painting, printing, and
				  sculpture. As they develop their artistic sensibilities, students will build
				  upon their knowledge of the elements and principles of visual art to
				  investigate more complex concepts of artistic design. Civic literacy is
				  developed as subject matter expands from personal to the community,
				  environment, nature and other cultures, and an understanding of connections
				  between the arts and other disciplines is formed.
Dance education
The study of dance provides students with the skills to
				  perform, create, and appreciate dance. Students will experience a variety of
				  dance concepts, ideas, and techniques. Advancing personal knowledge of a
				  variety of dance concepts, ideas, and techniques, students develop as dance
				  artists. In dance education, students evaluate personal actions, commitment,
				  and discipline necessary to achieve dance goals discovering an individual voice
				  as an artist performer. Health literacy is developed as students identify
				  strategies and approaches which can ensure the health and care of the dancer's
				  instrument (body). Civic literacy is developed as students explore the
				  influence of culture, historical period, and context on the creation and
				  interpretation of dance.
Theatre education
The study of theatre provides students with the skills to
				  perform, create, and appreciate theatre. In theatre, students study, adapt, and
				  create stories for performance; identify contemporary styles of theatre/drama
				  and depict characters in them; identify elements of technical theatre; and
				  demonstrate technical theatre knowledge and skills. Communication and
				  collaboration skills are developed as students discuss multiple interpretations
				  for production ideas and collaborate to uncover how the non-dramatic art forms
				  enhance a theatre production. Through exploration of diverse texts, students
				  will study the influence of culture, historical period, and context on the
				  creation and interpretation of theatre.
General Music - Grades K-8
The sequential program of music study will include, but not
				  be limited to, general music kindergarten through eighth grade. Sufficient time
				  should be allotted for students to achieve the General Music Standards. A
				  quality music program brings richness to the school curriculum; therefore, it
				  is recommended that schools provide more than a sufficient amount of time for
				  the delivery of the music curriculum. The standards are written to maximize
				  teacher flexibility and creativity in delivering quality music instruction to
				  all students.
Performing
Exploring
* Sing, alone and with others, a varied repertoire of
							 music.
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music
* Listen to, analyze, and describe music
* Evaluate music and music performances.
Creating
Relating
* Improvise melodies, variations, and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationships between music, the other
							 arts, and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
General Music - Grades K-2
In General Music - K-2, students will explore the world of
				  music through singing, playing instruments, moving and listening. They will
				  develop a beginning recognition of simple music notation and an awareness of
				  the singing voice. Opportunities will be provided to sing patriotic and folk
				  songs that support civic literacy. In addition, global awareness will be
				  introduced to the student through experiencing the music of other cultures.
				  Collaboration skills will be emphasized as students begin to sing and perform
				  on instruments with others. Critical-thinking skills will be sharpened as
				  students actively listen and respond to what they hear. Creativity and
				  problem-solving skills will be developed through simple composition and
				  improvisation. Students will begin relating music to other disciplines,
				  including literature, math, science, and visual art.
Performing
MU.K-2.1
Participate in a variety of singing.
MU.K-2.2
Echo and perform rhythms.
MU.K-2.3
Communicate by moving expressively to music (e.g.,
							 tempo, accent, form, instrumentation and varied pitches).
MU.K-2.4
Perform an accompaniment (e.g., rhythm, melodic
							 instruments, or body percussion).
Exploring
MU.K-2.5
Demonstrate, with appropriate guidance, knowledge of
							 music contrasts (e.g., high/low, beat, melodic contour, tonality and meter) in
							 music from a variety of cultures selected for performance.
MU.K-2.6
Analyze selected music, read, and perform rhythmic
							 and/or melodic patterns using iconic or standard notation.
MU.K-2.7
Identify musical instruments from a variety of
							 ensembles and cultures.
MU.K-2.8
Discuss appropriate musical terminology.
Creating
MU.K-2.9
Explore and/or create musical ideas through a variety
							 of medium, with appropriate guidance.
MU.K-2.10
Explain and/or demonstrate musical ideas/devices that
							 represent expressive intent.
Relating
MU.K-2.11
Explain and demonstrate how personal interests and
							 experiences influence musical selection for specific purposes.
MU.K-2.12
Sing, perform, and relate West Virginia songs to West
							 Virginia history and West Virginia geography.
MU.K-2.13
Demonstrate understanding of relationships between
							 music and other arts, other disciplines, varied contexts, and daily
							 life.
MU.K-2.14
Compare and contrast personal and expressive
							 preferences in the evaluation and active listening of music for specific
							 purposes.
General Music - Grades 3-5
In General Music - 3-5, students will develop further
				  independence in the use of the singing voice. Terms will be added to the basic
				  music vocabulary for continued music literacy. Through the use of the voice,
				  classroom instruments and body percussion, students' creativity and
				  problem-solving skills will be further developed as they improvise and compose
				  rhythms and melodies. Critical-thinking skills will be refined by evaluating
				  personal musical performances and the performances of others. Global awareness
				  will be expanded through performing and listening to music of other cultures.
				  Students will continue to collaborate with others in classroom ensembles.
				  Students will relate music to other disciplines by singing songs in foreign
				  languages and examining the correlation of music with history and visual
				  art.
Performing
MU.3-5.1
Demonstrate singing a variety of musical
							 styles.
MU.3-5.2
Demonstrate understanding of the structure and the
							 elements of music (e.g., rhythm, pitch, form, and harmony) in music for
							 selected performances.
MU.3-5.3
Read and perform music using standard
							 notation.
MU.3-5.4
Demonstrate a variety of tempi and form through
							 movement.
MU.3-5.5
Perform music following the cues of a
							 conductor.
MU.3-5.6
Demonstrate and explain intent through interpretive
							 decisions and expressive qualities (e.g., dynamics, tempo, timbre, and
							 articulation/style).
Exploring
MU.3-5.7
Identify aurally and visually a variety of
							 instruments, vocal timbres, and music ensembles.
MU.3-5.8
Demonstrate understanding of musical concepts through
							 the use of standard and/or iconic notation and/or recording technology.
MU.3-5.9
Read and notate from the grand staff.
MU.3-5.10
Discover a variety of expressive qualities (e.g.,
							 dynamics, phrasing, articulation, form, and tempo) relating to musical
							 performance.
MU.3-5.11
Analyze and understand appropriate tone production
							 for instruments and voices.
Creating
MU.3-5.12
Improvise rhythmic, melodic, and harmonic ideas, and
							 explain connections to specific purpose and context (e.g., social, cultural,
							 and historical).
MU.3-5.13
Generate musical ideas (e.g., rhythms, melodies, and
							 accompaniment patterns) within specific related tonalities, meters, and simple
							 chord changes.
MU.3-5.14
Create rhythmic and melodic ideas based on varied
							 music forms.
Relating
MU.3-5.15
Demonstrate and interpret the influence of personal
							 interest, knowledge, and context and technical skill on music selection.
MU.3-5.16
Relate contextual influence (e.g., social, cultural,
							 and historical) to music performances.
MU.3-5.17
Sing, perform, and relate West Virginia songs to West
							 Virginia history and West Virginia geography.
MU.3-5.18
Compare and contrast personal and expressive
							 preferences in the evaluation and active listening of music for specific
							 purposes, citing evidence from the elements of music.
MU.3-5.19
Apply teacher-provided, collaboratively-developed,
							 and/or established criteria and feedback to evaluate accuracy of ensemble and
							 personal performances.
MU.3-5.20
Demonstrate connections between music and other arts,
							 other disciplines, varied contexts, and daily life.
MU.3-5.21
Explore life skills relevant to musical
							 careers.
General Music - Grades 6-8
In General Music - 6-8, students will continue to build
				  proper singing technique. Student creativity and problem-solving will be
				  demonstrated through interpretation, improvisation, and composition of music.
				  Students will increase their civic literacy through singing both patriotic
				  songs and the songs of West Virginia. Global awareness will be further expanded
				  through performing and listening to music of other cultures. Students will
				  explore the role of the musician in society and careers in music. Students will
				  relate music to other disciplines through the study of acoustics and the study
				  of history as it relates to the evolution of musical style.
Performing
MU.6-8.1
Sing songs and/or play instruments, including major
							 and/or minor melodies, and in unison and/or two-part harmony.
MU.6-8.2
Play major/minor chords
MU.6-8.3
Perform, explore, and characterize music in a variety
							 of styles and genres, (e.g., classical, global, jazz).
Exploring
MU.6-8.4
Aurally identify soprano, alto, tenor, and bass
							 voices.
MU.6-8.5
Aurally distinguish between major and minor
							 tonalities.
MU.6-8.6
Visually and aurally identify musical
							 instruments.
MU.6-8.7
Read rhythmic patterns in multiple meters (e.g., 2/4,
							 4/4, 3/4, and 6/8,)
MU.6-8.8
Read notation for bass and treble clef, including
							 grand staff notation.
MU.6-8.9
Follow a music score and interpret music form,
							 tempo/dynamics, DC, DS, first and second endings, and any modulations.
MU.6-8.10
Evaluate vocal and instrumental performances.
Creating
MU.6-8.11
Improvise on percussion instrument (e.g., drum circle
							 or percussion ensemble).
MU.6-8.12
Compose a piece in 2/4, 3/4, 4/4, or 6/8
							 meters.
MU.6-8.13
Improvise on a melodic instrument (e.g., ii - V - I;
							 - Blues).
MU.6-8.14
Compose a melody using major or minor
							 tonalities.
Relating
MU.6-8.15
Develop civic literacy by singing and relating West
							 Virginia songs to West Virginia history and geography.
MU.6-8.16
Discuss the evolution of musical styles, including
							 relationships to historical events.
MU.6-8.17
Examine the science of acoustics.
MU.6-8.18
Use information and communication technology to
							 examine the financial, economic, business, and entrepreneurial aspects of music
							 careers.
MU.6-8.19
Discuss and demonstrate social responsibility through
							 appropriate audience behavior in a given setting.
The following music courses are arranged by level. Levels
				  identify mastery of standards. Some students may need to spend additional time
				  in one or more level(s). Counties may continue to offer individual courses for
				  each grade in 6-8, 9-12 and lower levels where appropriate.
ANCILLARY
Ancillary Standards provide opportunities for students in
				  grades K-12 to experience making and creating music beyond the traditional
				  choral, instrumental, and string electives. Opportunities prevail to provide
				  instruction in specific instruments or the creation of ensembles which can be
				  characteristic of cultures, genres, and styles. Previous standards in piano and
				  guitar provided a blueprint for these ancillary standards.
A variety of non-traditional ensembles having a proprietary
				  definition can surface. These are called X Ensembles. Examples of X-Ensembles
				  include, but are not limited to: rock band, steel band, handbells, percussion
				  ensembles, Off ensembles, ukulele ensembles, mariachi band, bluegrass band,
				  technology based ensembles, strolling strings, and world music and ethnic music
				  ensembles.
The Ancillary Standards include Guitar, Piano, and X
				  Ensembles.
Performing
Exploring
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music.
* Listen to, analyze, and describe music.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationships between music, thearts,
							 and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Guitar Level I - Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  In Guitar Level I, students will begin a basic study of guitar. Students will
				  learn the correct wrist, hand, and body positions, block and broken chord
				  patterns, cadences using I, IV, and V chords, and simple pieces. Sight-reading
				  rhythms and notes in treble clef will be practiced and evaluation skills will
				  be developed.
Performing
MU.AG.1.1
Maintain a steady beat.
MU.AG.1.2
Demonstrate correct hand and body positions to play
							 guitar.
MU.AG.1.3
Show appropriate tuning techniques.
MU.AG.1.4
Perform basic strumming and plucking techniques for
							 chords and melodies.
MU.AG.1.5
Perform chords in a variety of major and minor keys
							 in I-IV-V progressions.
MU.AG.1.6
Perform basic songs, including finger packing of
							 melodies and appropriate chordal accompaniment of a melody, in meters of 2, 3,
							 and 4.
Exploring
MU.AG.1.7
Read a variety of notation to include chord charts,
							 standard notation, and tablature, in a variety of keys and meters.
MU.AG.1.8
Interpret a variety of symbols, including but not
							 limited to, repeat signs, multiple endings, D.S. or D.C. al fine, ties, dynamic
							 abbreviations, fermata, double bar.
MU.AG.1.9
Play and sing melodies from a lead sheet while
							 performing chordal accompaniment.
MU.AG.1.10
Identify the parts of the guitar and their
							 function.
MU.AG.1.11
Listen to and analyze a piece of music using
							 appropriate technical vocabulary examining form, dynamics, tempo, range,
							 tonality, modulations, dynamics, and tone.
MU.AG.1.12
Evaluate aspects of their own performance.
Creating
MU.AG.1.13
Improvise rhythmic and melodic variations.
MU.AG.1.14
Improvise a chordal accompaniment utilizing both up
							 and down strokes appropriate to a given melody.
Relating
MU.AG.1.15
Identify prolific classical guitarists and discuss
							 their technique using appropriate vocabulary.
MU.AG.1.16
Research the global origin of the guitar and related
							 instruments.
MU.AG.1.17
Research and/or collect examples of exemplary guitar
							 technique across a variety of styles.
MU.AG.1.18
Describe how sound is produced on a string instrument
							 and relate this to the science of acoustics.
Guitar Level II -Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  In Guitar Level II, students will continue the study of guitar. Students will
				  refine playing techniques, practice major and minor scales and cadences, and
				  compose a melody with accompaniment. Music reading and evaluation skills will
				  be expanded. The various roles of guitar and guitarists will be
				  examined.
Performing
MU.AG.2.1
Expand beyond level one skills to include advanced
							 strumming, plucking, and finger picking techniques (e.g. hammer on, pull, bend,
							 harmonics, tremolo, mute).
MU.AG.2.2
Expand use of different key signatures, meters,
							 tempi, and contrasting dynamics.
MU.AG.2.3
Perform songs outside the basic I-IV-V chord
							 progressions that use more advanced chords
MU.AG.2.4
Refine performance of ensemble playing (e.g. plucking
							 duets or trios).
Exploring
MU.AG.2.5
Expand reading and notation skills, including more
							 advanced chord charts, tablature, and standard notation.
MU.AG.2.6
Interpret more advanced notation symbols, including
							 fermata, accents, tempo change and dynamic changes (e.g. accelerando,
							 crescendo, decrescendo).
MU.AG.2.7
Expand sight reading skills to include melodies and
							 chords in a greater number of major and minor keys.
MU.AG.2.8
Play familiar melodies by ear.
Creating
MU.AG.2.9
Improvise a melody to match a chordal accompaniment
							 using familiar melodic patterns.
MU.AG.2.10
Create an advanced strumming pattern (including down
							 and up strums, mutes) to accompany a familiar melody.
MU.AG.2.11
Transpose a familiar melody and chord progression
							 into a different key signature.
Relating
MU.AG.2.12
Discuss guitar works that have been inspired by works
							 of visual art.
MU.AG.2.13
Relate musical style genres to periods and events in
							 history.
MU.AG.2.14
Research a piece of well-known classical guitar
							 literature and its composer, investigating in particular the compositional
							 motives and intention.
MU.AG.2.15
Listen to and discuss West Virginia guitarists (e.g.
							 Ryan Kennedy, Kathy Mattea, Brad Paisley, Bill Withers).
MU.AG.2.16
Compare guitar techniques to those of other string
							 instruments (e.g. ukulele, mandolin, dobro, lute).
Piano Level I - Grades 6-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Level I piano standards are written for students beginning the basic study of
				  the piano. Typically, these students have never studied an instrument or have
				  had minimal musical training. Students learn correct wrist, hand, and body
				  positions in playing major scales, block and broken chord patterns, cadences
				  using I, IV, and V chords, and simple pieces. Students accompany simple
				  melodies with broken chords. Sight-reading in treble and bass clefs are
				  practiced and self-evaluation skills are developed.
Performing
MU.AP.1.1
Maintain a steady beat.
MU.AP.1.2
Demonstrate correct hand and body positions to play
							 piano.
MU.AP.1.3
Perform repertoire at a beginner level, which
							 includes block and broken chord patterns, major scales, contrasting dynamics,
							 chordal accompaniment, dynamic changes, simple duets, and a variety of
							 articulations (staccato, legato, etc.)
MU.AP.1.4
Perform a variety of rhythmic patterns in tempo, to
							 include (but not limited to) whole, half, quarter, and eighth notes and rests,
							 and their dotted forms
Exploring
MU.AP.1.5
Identify notes in the grand staff.
MU.AP.1.6
Read and notate a variety of rhythms in a variety of
							 meters, including 2/4, 3/4, and 4/4.
MU.AP.1.7
Visually identify stepwise motion, skip wise motion,
							 and a variety of key signatures.
MU.AP.1.8
Identify and discuss a variety of music components
							 and nuances including bar lines, measures, accidentals, repeat signs, phrase
							 markings, D.C. al fine, D. S., the physical structure and function of the
							 piano.
MU.AP.1.9
Sight read simple melodies.
MU.AP.1.10
Evaluate aspects of their own performance (e.g.
							 correct pitch, rhythm, dynamics).
Creating
MU.AP.1.11
Harmonize a simple melody using I, IV, and
							 V7 chords.
MU.AP.1.12
Improvise a short melody within specified
							 guidelines.
MU.AP.1.13
Compose a block chord accompaniment using I, IV, and
							 V7 chords.
Relating
MU.AP.1.14
Discuss the science of acoustics in relation to the
							 piano (e.g., different lengths of strings and different thickness of strings
							 produce different pitches).
MU.AP.1.15
Research the history of the piano and related
							 instruments.
MU.AP.1.16
Discuss concert etiquette for the audience member and
							 the performer.
MU.AP.1.17
Discuss whether or not the piano is a member of
							 either the percussion, string or the chordophone family.
Piano Level II - Grades 6-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Level II piano standards are written for students continuing the study of
				  piano. Students refine playing techniques, practice major and minor scales and
				  cadences, and compose a melody with accompaniment. Music literacy and
				  evaluation skills are expanded. Various roles of keyboard musicians are
				  examined.
Performing
MU.AP.2.1
Expand beyond level one skills to include rhythms
							 with sixteenths, dotted quarters, and related rests; block and broken chord
							 patterns and chordal accompaniments in additional key signatures, and major
							 scales in additional key signatures.
MU.AP.2.2
Expand use of contrasting dynamics (e.g. mezzo piano,
							 fortissimo, sforzando).
MU.AP.2.3
Perform using the damper pedal in legato
							 passages.
MU.AP.2.4
Refine performance of piano duets.
Exploring
MU.AP.2.5
Expand reading and notation skills in the grand
							 staff, including sixteenth notes, dotted quarters, and rests.
MU.AP.2.6
Interpret fermatas, accents, tempo markings (e.g.
							 "adagio" or quarter note =60).
MU.AP.2.7
Read and demonstrate basic syncopation.
MU.AP.2.8
Expand sight-reading skills, using both hands
							 together at an appropriate level of difficulty.
Creating
MU.AP.2.9
Improvise a simple melody over given I, IV, and
							 V7 chords.
MU.AP.2.10
Continue to accompany melodies using I, IV, and
							 V7 chords in different keys.
MU.AP.2.11
Compose a short melody using proper phrase structure
							 (antecedent/consequent) and phrase techniques.
Relating
MU.AP.2.12
Explore community opportunities for pianists.
MU.AP.2.13
Identify various roles that keyboard musicians
							 perform.
MU.AP.2.14
Research electronic keyboards/ synthesizers and the
							 role they play in popular music.
MU.AP.2.15
Compare the characteristics of a piece of piano music
							 and another art form including the basic content of each (e.g., unity, variety,
							 repetition and contrast).
Piano Level III - Grades 6-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills
,
and technology. Level III piano standards are written to continue the
				  refinement of playing and sight-reading skills. Students explore accompaniments
				  and compositions in major and minor keys, extend evaluation, improvisation and
				  composition skills and explore West Virginia pianists and composers. Students
				  investigate relationships between piano literature and visual art.
Performing
MU.AP.3.1
Continue to refine major scales and arpeggios by
							 increasing tempo and extending to two octaves.
MU.AP.3.2
Perform minor scales and chords.
MU.AP.3.3
Perform pieces in both major and minor keys that
							 include a wide variety of rhythms and dynamic ranges.
MU.AP.3.4
Perform a graded solo
Exploring
MU.AP.3.5
Sight-read at an appropriate level.
MU.AP.3.6
Listen to, study, analyze and discuss piano works in
							 different styles and genres, with particular regard musical form (e.g. rondo,
							 AB form, piano sonata).
MU.AP.3.7
Rotate key signatures in order of sharps and
							 flats.
MU.AP.3.8
Play cadences including I, IV, and V chords in all
							 studied major keys.
MU.AP.3.9
Evaluate their own musicianship to include phrasing,
							 dynamics, rhythm, articulation, expression, and technique.
MU.AP.3.10
Transpose by notating a simple piece in a closely
							 related key
MU.AP.3.11
Continue to refine reading ornamental markings (e.g.
							 grace notes, trill, turn, appoggiatura).
Creating
MU.AP.3.12
Collaborate to compose a piece incorporating correct
							 phrases, I, IV, V cadences, and within a given form.
MU.AP.3.13
Improvise short melodies including steps and skips
							 over specified chord progression.
MU.AP.3.14
Play cadences using major/minor I, IV, V, I chord
							 patterns and improvise over such cadences.
MU.AP.3.15
Compose a short melody and experiment with variations
							 on such melody.
MU.AP.3.16
Compose an individual work within specified
							 guidelines.
Relating
MU.AP.3.17
Relate musical styles/genres to periods and events in
							 history.
MU.AP.3.18
Discuss piano works that have been inspired by works
							 of visual art.
MU.AP.3.19
Listen to and discuss West Virginia
							 pianists/composers, (e.g., George Crumb, David Williams, Bob Thompson).
MU.AP.3.20
Compare piano techniques to those of other keyboard
							 instruments (e.g., organ, electronic keyboards, celesta).
MU.AP.3.21
Research a piece of piano music, the composer, and
							 investigate the composer's internet (e.g. motive and/or inspiration behind
							 composing the piece).
X-Ensemble Level I - Grades 6-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills
,
and technology. Level I X-Ensemble standards are written for beginning study of
				  basic skills and techniques. Students build good techniques, practice scales
				  and cadences, explore reading rhythms and notation, and perform basic
				  accompaniments. Music literacy and evaluation skills are expanded. The various
				  roles of musicians are explored and identified.
Performing
MU.AX.1.1
Maintain a steady beat in performance and
							 practice.
MU.AX.1.2
Demonstrate correct posture and body
							 positioning.
MU.AX.1.3
Perform a variety of repertoire including contrasting
							 dynamics, tempi, and rhythms in simple meter.
MU.AX.1.4
Cultivate good tone quality specific to their
							 instrument.
Exploring
MU.AX.1.5
Identify notes in the grand staff.
MU.AX.1.6
Read and notate a variety of rhythms in both duple
							 and triple meters.
MU.AX.1.7
Visually identify different types of melodic motion
							 and harmonic texture.
MU.AX.1.8
Identify and discuss a variety of notation elements,
							 including bar lines, measures, accidentals, key signatures, phrase markings,
							 repeat signs, D.C. al fine, D.S., coda.
MU.AX.1.9
Sight read appropriate literature.
MU.AX.1.10
Evaluate aspects of their own performance (e.g.
							 correct rhythms, pitch, dynamics)
Creating
MU.AX.1.11
Improvise rhythmic and melodic variations.
MU.AX.1.12
Improvise an accompaniment for a familiar
							 melody
Relating
MU.AX.1.13
Identify standout players of their instrument.
MU.AX.1.14
Research the origin of their instrument and related
							 instruments.
MU.AX.1.15
Research and/or collect examples of exemplary
							 instrumental technique across a variety of styles.
MU.AX.1.16
Describe how sound is produced on their instrument
							 and relate this to the science of acoustics.
X-Ens emble Level II - Grades 6-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  Level II X-Ensemble standards are written for students continuing the study of
				  the ensemble beyond entry level to a higher (advanced) level. Students refine
				  their playing technique, practice major and minor scales and cadences, and
				  compose basic melodies and accompaniments. Music reading and evaluation skills
				  are expanded as appropriate. The various roles of musicians are
				  examined.
Performing
MU.AX.2.1
Expand rhythmic knowledge beyond level one skills to
							 include syncopation.
MU.AX.2.2
Expand use and knowledge of contrasting dynamics and
							 dynamic changes.
MU.AX.2.3
Perform and interpret more advance meters including
							 compound and mixed.
MU.AX.2.4
Refine performance skills with proper posture and
							 technique.
Exploring
MU.AX.2.5
Expand reading and notation skills on the grand
							 staff
MU.AX.2.6
Interpret more advanced notational symbols (e.g.
							 fermata, accents, tempo change and dynamic changes).
MU.AX.2.7
Refine sight reading skills.
Creating
MU.AX.2.8
Improvise and/or compose a melody to match a chordal
							 accompaniment using familiar melodic and rhythmic patterns.
Relating
MU.AX.2.9
Discuss pieces of music that have been inspired by
							 works of visual art.
MU.AX.2.10
Relate musical style genres to periods and events in
							 history.
MU.AX.2.11
Research a piece of well-known literature and its
							 composer, investigating in particular the compositional motives and
							 intention.
MU.AX.2.12
Listen to and discuss West Virginia musicians.
MU.AX.2.13
Compare techniques to those of similar
							 instruments.
Band Levels I - II -III
The sequential program of band will include three levels of
				  instrumental music study. Sufficient time should be allotted for students to
				  achieve the band standards at each level. Outstanding music programs bring
				  richness to the school curriculum; therefore, it is highly recommended that
				  schools provide more than a sufficient amount of time for the delivery of the
				  instrumental music curriculum. The standards are written in a way to maximize
				  teacher expertise on band instruments and creativity in delivering quality
				  instruction.
Performing
Exploring
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music.
* Listen to, analyze, and describe music
* Evaluate music and music performances.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationship between music, the other
							 (strings) arts, and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Band Level I - Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Band - Level I, students will begin a basic and introductory study of
				  a band instrument. These students are at the elementary school level, but due
				  to delayed entry into band or differences in scheduling, they could be at the
				  middle or high school level. Students will learn basic playing skills and
				  performance criteria and will begin exploring relationships between music and
				  other disciplines.
Performing
MU.B.1.1
Show proper instrument assembly, maintenance, hygiene
							 and cleaning.
MU.B.1.2
Perform beginning level music demonstrating
							 appropriate pitch, rhythm, tone quality, intonation, and technique.
MU.B.1.3
Perform beginning level music demonstrating rhythm,
							 melody, and harmony.
MU.B.1.4
Demonstrate music reading skills where
							 appropriate.
MU.B.1.5
Identify and demonstrate expressive qualities through
							 performance.
MU.B.1.6
Critique using self-reflection and peer review to
							 refine performance.
MU.B.1.7
Demonstrate an awareness of technical, expressive,
							 and contextual qualities through performance.
MU.B.1.8
Play scales and melodies in appropriate keys.
Exploring
MU.B.1.9
Identify characteristic tone quality of instruments
							 used in the ensemble.
MU.B.1.10
Demonstrate a working knowledge of basic music theory
							 skills including appropriate written notation, rhythm, and form.
MU.B.1.11
Interpret expressive symbols (e.g. phrase markings,
							 dynamics, articulation, tempo).
MU.B.1.12
Describe how understanding context and the way the
							 elements of music are manipulated influence the response to music.
MU.B.1.13
Analyze individual and group performances.
MU.B.1.14
Demonstrate how knowledge of the characteristics of
							 the music influence the context of the performance.
Creating
MU.B.1.15
Improvise, compose, or arrange music within specified
							 guidelines.
MU.B.1.16
Share personally developed melodic and rhythmic ideas
							 individually or as an ensemble.
MU.B.1.17
Play and embellish rhythmic and melodic patterns
							 within a given meter and tonality.
MU.B.1.18
Create a response to rhythmic and melodic patterns
							 performed by the teacher.
Relating
MU.B.1.19
Relate rhythmic subdivision to simple
							 mathematics.
MU.B.1.20
Demonstrate an awareness of musical context through
							 prepared and improvised performances.
MU.B.1.21
Identify and describe the effect of interest,
							 experience, analysis, and the evaluation of music.
MU.B.1.22
Develop civic and global understandings through
							 patriotic selections, world and folk songs.
MU.B.1.23
Discuss social responsibility through appropriate
							 audience behavior.
MU.B.1.24
Demonstrate social responsibility through appropriate
							 audience behavior in a given setting.
Band Level II - Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards and learning skills. In Band -
				  Level II, students will advance beyond the beginning study of a band
				  instrument. These students are at the middle school or junior high level, but
				  some may be advanced elementary students or high school students who have not
				  progressed to an advanced level. Students will continue to develop basic
				  playing skills. They will learn additional notes, fingerings and more rhythmic
				  variations in notation. Students will further develop articulation, rhythmic
				  interpretation, and self-evaluation skills. Students will learn basic ensemble
				  techniques and sight-reading.
Performing
MU.B.2.1
Demonstrate characteristics of proper ensemble
							 playing, e.g., balance, blend, intonation.
MU.B.2.2
Perform graded band music using appropriate
							 expression, articulation, tone production, and posture.
MU.B.2.3
Play music in a variety of tonalities, utilizing
							 major, minor, and chromatic scales.
MU.B.2.4
Demonstrate an understanding of expressive intent by
							 connecting with an audience through prepared and improvised
							 performances.
MU.B.2.5
Develop accountability and personal productivity
							 through practice habits.
Exploring
MU.B.2.6
Identify and demonstrate conducting patterns in 2, 3
							 and 4.
MU.B.2.7
Analyze individual and group performances.
MU.B.2.8
Perform music in simple and compound meters.
MU.B.2.9
Interpret dynamic markings, tempo changes, musical
							 terminology.
MU.B.2.10
Identify key changes, form, and complex
							 rhythms.
MU.B.2.11
Sight read in major key(s).
MU.B.2.12
Explain how tempo terms relate to metronome
							 markings.
Creating
MU.B.2.13
Compose and improvise simple melodies using the first
							 five notes of a major scale.
MU.B.2.14
Create a response to a melodic pattern performed by
							 the teacher.
MU.B.2.15
Improvise a variation on a melody.
Relating
MU.B.2.16
Relate rhythmic subdivision to simple
							 mathematics.
MU.B.2.17
Analyze and perform music from different genres,
							 styles, global cultures and historical periods.
MU.B.2.18
Expand civic and global understandings through
							 patriotic selections.
MU.B.2.19
Examine musical careers.
MU.B.2.20
Demonstrate social responsibility through appropriate
							 audience behavior.
MU.B.2.21
Demonstrate social responsibility through appropriate
							 audience behavior in a given setting.
Band Level III - Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Band - Level III, students will Level III Band standards will
				  continue to refine playing skills and study various composers, compositions,
				  and styles. These students are at the high school level, but some may be an
				  advanced middle school or junior high student. They will learn to play in more
				  keys, use ornamentation, and perform with more articulation and precision.
				  Students will study the formal structures and elements of music and will learn
				  how these are used by composers. Students will learn about the historical
				  context of the music performed, especially American music.
Performing
MU.B.3.1
Demonstrate various articulation and
							 ornamentation.
MU.B.3.2
Perform appropriately graded music that exhibits
							 tempo, dynamic, and meter changes.
MU.B.3.3
Perform conducted changes to tempo and style.
MU.B.3.4
Refine ensemble skills through accountability and
							 personal practice habits.
MU.B.3.5
Play and notate major and minor scales and arpeggios
							 up to four sharps and four flats.
Exploring
MU.B.3.6
Sight-read melodies in major and minor keys up to
							 four sharps and four flats.
MU.B.3.7
Perform a piece using non-standard notation
							 symbols.
MU.B.3.8
Identify and interpret musical symbols, terminology,
							 dynamic changes, and odd and/or mixed meter.
MU.B.3.9
Describe how the elements of music are used in a
							 given work to make it unique while eliciting an emotional response.
MU.B.3.10
Identify counter melodies.
MU.B.3.11
Develop criteria to use when evaluating musical
							 performances.
MU.B.3.12
Self-evaluate and peer-evaluate student performances
							 based upon intonation, Articulations, rhythms, and tone quality using provided
							 and self-created rubrics.
MU.B.3.13
Explore various musical selections through analyzing
							 musical era, form, style.
Creating
MU.B.3.14
Create melodic variations on a given melody.
MU.B.3.15
Perform an improvisational solo (e.g., jazz, blues,
							 aleatoric).
MU.B.3.16
Compose, notate, and perform a melody.
Relating
MU.B.3.17
Explain the acoustical properties of particular
							 instruments.
MU.B.3.18
Identify and compare musical characteristics of a
							 variety of genres, styles, historical periods and cultures.
MU.B.3.19
Discuss how the elements of music compare with those
							 of the other arts.
MU.B.3.20
Analyze and explain how the elements of music can be
							 used to evoke feelings.
MU.B.3.21
Determine and list notable American and West Virginia
							 composers and musicians.
MU.B.3.22
Demonstrate social responsibility through appropriate
							 audience behavior in a given setting.
MU.B.3.23
Develop civic literacy through the performance of the
							 National Anthem and other patriotic selections.
MU.B.3.24
Analyze and explain the style and historical context
							 of American music selections.
Choral Levels I - II - III - Grades 6-12
The sequential program of choral music (choir) will include
				  three levels of study in choral music education. Sufficient time should be
				  allotted for students to achieve the choral standards at each level.
				  Outstanding music programs bring richness to the school curriculum; therefore,
				  it is highly recommended that schools provide more than a sufficient amount of
				  time for the delivery of the choral music curriculum. The standards are written
				  in a way to maximize teacher expertise in singing and choral ensemble pedagogy
				  and creativity in delivering quality instruction.
Performing
Exploring
* Sing, alone and with others, a varied repertoire of
							 music.
* Read and notate music.
* Listen to, and describe music
* Evaluate music and music performances.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationship between music, the arts,
							 and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Choral Level I- Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Choral Level I, students will begin the study of voice and choral
				  music. Students will learn basic singing skills and performance criteria and
				  begin exploring relationships between music and other disciplines.
Performing
MU.C.1.1
Sing scales and a variety of vocal warm-ups.
MU.C.1.2
Sing music with various dynamic levels.
MU.C.1.3
Sing a variety of songs (e.g., choral literature and
							 singing styles).
MU.C.1.4
Sing with proper vocal technique (e.g., posture,
							 breath support, pitch).
MU.C.1.5
Sing a variety of accents and articulations
MU.C.1.6
Demonstrate proper ensemble singing characteristics
							 (e.g., balance, blend, sense of ensemble).
MU.C.1.7
Develop personal productivity through practice
							 habits.
Exploring
MU.C.1.8
Read and sing literature containing various
							 notations, e.g., rhythms, pitches, clefs, articulations and dynamics.
MU.C.1.9
Identify and note various meters, dynamics, rhythm
							 and tempo markings (basic and syncopated.
MU.C.1.0
Aurally identify major and minor tonalities.
MU.C.1.11
Visually and aurally identify musical phrases and
							 various forms (e.g. AB or ABA)
MU.C.1.12
Identify voice classifications (e.g., Soprano, Alto,
							 Tenor, Bass).
MU.C.1.13
Listen to and evaluate models of quality choral
							 performances.
MU.C.1.14
Visually and aurally identify intervals (e.g., steps,
							 skips, leaps).
MU.C.1.15
Interpret musical symbols (e.g., bar lines, measures,
							 ties, accidentals fermata, repeat sign, D.C al Fine, D.S. al Fine and multiple
							 endings).
Creating
MU.C.1.16
Improvise a melodic or rhythmic response.
MU.C.1.17
Create new lyrics for a known melody.
MU.C.1.18
Collaborate to compose a vocal warm-up.
Relating
MU.C.1.19
Identify physical and anatomical characteristics of
							 vocal tone production.
MU.C.1.20
Explain how the text affects choral
							 interpretation.
MU.C.1.21
Describe the stylistic differences of selected global
							 choral literature.
MU.C.1.22
Discuss the role of the conductor and
							 accompanist.
MU.C.1.23
Relate note values to fractions in
							 mathematics.
MU.C.1.24
Discuss social responsibility through appropriate
							 concert etiquette.
Choral Level II- Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Choral Level II, students will advance beyond the beginning study of
				  voice. Students will continue to build on previously studied skills, learn
				  additional choral techniques and more defined singing styles. They will
				  continue to develop an expanded singing range and refine ensemble singing,
				  sight-reading and self-evaluation skills.
Performing
MU.C.2.1
Sing a variety of music with more than one voice part
							 that includes a variety of rhythms, meter, dynamics, tempi, articulations,
							 tonalities, and styles.
MU.C.2.2
Sing songs in a variety of global languages.
MU.C.2.3
Sing with expression that is consistent with the
							 interpretation of the text.
MU.C.2.4
Refine, apply and build vocal technique through
							 warm-ups of warm-ups.
MU.C.2.5
Sing a cappella music.
MU.C.2.6
Refine characteristics of ensemble singing, e.g.,
							 balance, blend, styles and intonation.
MU.C.2.7
Develops accountability and personal productivity
							 through practice habits.
Exploring
MU.C.2.8
Expand singing and exploration of various meters,
							 tempo markings and rhythms (e.g., syncopation, compound meters).
MU.C.2.9
Explain and explore major and minor
							 tonalities.
MU.C.2.10
Identify and sing intervals form advanced notation
							 (e.g., major, minor, perfect, augmented, diminished).
MU.C.2.11
Identify and vocally apply musical terms, expression
							 marks and symbols.
MU.C.2.12
Identify the melodic and harmonic parts in a vocal
							 piece.
MU.C.2.13
Sight-sing simple melodies.
MU.C.2.14
Identify musical phrases and forms.
MU.C.2.15
Discuss differences in singing various styles of
							 music.
MU.C.2.16
Evaluate live and recorded performances of themselves
							 and others.
Creating
MU.C.2.17
Improvise a melodic or rhythmic response.
MU.C.2.18
Create lyrics for a multi-section song (e.g., AB,
							 ABA).
MU.C.2.19
Compose a vocal warm-up.
Relating
MU.C.2.20
Use information and communication technology to
							 examine musical careers.
MU.C.2.21
Discuss the historical and global origins of a choral
							 work.
MU.C.2.22
Discuss the anatomy of the human voice and how it
							 affects vocal tone production.
MU.C.2.23
Discuss and demonstrate social responsibility through
							 appropriate concert etiquette.
MU.C.2.24
Discuss the literary merits of choral texts.
Choral Level III - Grades 6 - 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology.
				  In Choral (Advanced) - Level III, students who have progressed through Level
				  II, will continue to refine their singing skills. Students will study various
				  composers, choral literature, and styles. Students will learn to sing using
				  expression and musical nuances while continuing to develop their vocal
				  technique. Students will learn the historical contexts of the music being sung
				  and will relate this literature to history and culture.
Performing
MU.C.3.1
Demonstrate, apply and perform proper vocal technique
							 (e.g., tone production, breathing, posture, vowel modification, attacks,
							 releases, natural vibrato and straight tone) through a variety of choral
							 literature in three or more parts.
MU.C.3.2
Perform a wide variety of choral literature with
							 stylistic appropriateness and proper ensemble techniques (e.g., intonation,
							 balance, and blend).
MU.C.3.3
Expand repertoire including foreign language and
							 world music pieces.
MU.C.3.4
Perform characteristics of ensemble singing (e.g.,
							 balance, blend, styles, and expression).
MU.C.3.5
Sing literature with complex rhythmic
							 patterns.
MU.C.3.6
Demonstrate accountability and personal productivity
							 through practice habits.
Exploring
MU.C.3.7
Sight-sing his/her own part within multi-part
							 score.
MU.C.3.8
Identify melodies, harmonic passages, various meters
							 and voice combinations, and intervallic relationships with in a full vocal
							 score.
MU.C.3.9
Discuss elements of music in a given choral
							 example.
MU.C.3.10
Compare and contrast the various ways voices are
							 combined in given choral works.
MU.C.3.11
Evaluate and critique the choral performances of
							 themselves and others.
MU.C.3.12
Discuss how the music elements in a choral work
							 elicit an emotional response.
MU.C.3.13
Perform compositions that are notated with
							 non-traditional symbols.
MU.C.3.14
Compile of portfolio of performed choral music,
							 musical performances, and a student-generated glossary.
MU.C.3.15
Examine and discuss a given choral composition using
							 the appropriate musical terminology.
Creating
MU.C.3.16
Embellish a known melody.
MU.C.3.17
Improvise a melody.
MU.C.3.18
Create harmonic parts or vocal accompaniments in a
							 variety of musical styles.
MU.C.3.19
Compose a multi-part warm-up.
MU.C.3.20
Create rhythmic or melodic variations to a known
							 melody.
Relating
MU.C.3.21
Use information and communication technology to
							 research musical careers.
MU.C.3.22
Discuss the historical and cultural significance of a
							 choral work.
MU.C.3.23
Discuss and demonstrate social responsibility through
							 concert etiquette.
MU.C.3.24
Compare choral music with other arts from the same
							 historical style period and global culture.
MU.C.3.25
Develop a concert program using designated choral
							 literature.
MU.C.3.26
Analyze and explain how the elements of music can be
							 used to evoke feelings and reflect the choral text.
Orchestral Strings Levels I - II - III
The sequential program of orchestral strings will include
				  three levels of instrumental music study. Sufficient time should be allotted
				  for students to achieve the orchestral strings standards at each level.
				  Outstanding music programs bring richness to the school curriculum; therefore,
				  it is highly recommended that schools provide more than a sufficient amount of
				  time for the delivery of the instrumental music curriculum. The standards are
				  written in a way to maximize teacher expertise on orchestral string instruments
				  and creativity in delivering quality instruction.
Performing
Exploring
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music.
* Listen to, analyze, and describe musicevaluate
							 music and music performances.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationship between music, the
other
arts, and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Orchestral Strings Level I - Grades 6- 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Orchestral Strings Level I, students will develop basic playing
				  skills including matching pitch, using appropriate playing posture, proper bow
				  hold and distribution, first position fingerings, left hand shape, resonant
				  arco and pizzicato, and reading musical notation. Students also play legato and
				  non-legato melodies in the keys of D and G major, bowing variations, and
				  rhythms in meters of 2, 3, and 4. Students will participate in the performances
				  in unison, two parts (including rounds), interpret dynamics and symbols such as
				  D.C. al Fine, and demonstrate the ability to evaluate performances.
Performing
MU.S.1.1
Match pitches
MU.S.1.2
Keep a steady beat and perform given rhythms
MU.S.1.3
Play pizzicato and arco with resonant tone
							 quality
MU.S.1.4
Demonstrate correct posture and playing
							 position
MU.S.1.5
Demonstrate proper relaxed bow hold
MU.S.1.6
Demonstrate proper bow placement, speed, weight, and
							 distribution
MU.S.1.7
Echo patterns played by the teacher
MU.S.1.8
Play in two-part rounds in the keys of D and G
							 major
MU.S.1.9
Play from memory the major scales of D and G
MU.S.1.10
Play a piece utilizing multiple dynamic levels
MU.S.1.11
Demonstrate proper left-hand shape including
							 "tunneling" of fingers, thumb placement, and being free of tension
MU.S.1.12
Play octaves and identify octaves played in
							 tune
MU.S.1.13
Demonstrate proper bowing techniques (i.e. detach,
							 legato, staccato, and two note slurs)
MU.S.1.14
Develops personal productivity thorough proper
							 practice habits
Exploring
MU.S.1.15
Read and write notated music containing whole, half,
							 quarter, eighth, and dotted quarter notes and rests in meters of 2, 3, and
							 4.
MU.S.1.16
Identify incorrectly played rhythms.
MU.S.1.17
Correctly identify verbally and in writing the
							 contents of a measure based upon a time signature and key signature.
MU.S.1.18
Identify AB and ABA form.
MU.S.1.19
Listen to exemplary models of instrumental
							 performances.
MU.S.1.20
Distinguish between appropriate and inappropriate
							 tone quality and how to make improvements.
MU.S.1.21
Classify a piece as played in tune or out of tune
							 after listening to a performance.
MU.S.1.22
Differentiate between octaves and unison presented
							 aurally.
MU.S.1.23
Interpret the following: repeat sign, multiple
							 endings, D.C. al Fine, and D.S. al Fine.
MU.S.1.24
Play in the following tempo markings: andante,
							 allegro and moderato.
MU.S.1.25
Evaluate individual and group performances.
Creating
MU.S.1.26
Create a response to rhythmic patterns performed by
							 the teacher.
MU.S.1.27
Create a response to melodic patterns performed by
							 the teacher.
Relating
MU.S.1.28
Relate note values to fractions in math.
MU.S.1.29
Discuss the principals of sound and pitch production
							 on string instruments.
MU.S.1.30
Listen to and perform folk tunes from various global
							 cultures and discuss its cultural background.
MU.S.1.31
Discuss how music is used in everyday life.
MU.S.1.32
Discuss and demonstrate social responsibility through
							 appropriate audience behavior.
Orchestral Strings Level II - Grades 6 -
				  12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Orchestral Strings - Level II, students will demonstrate
				  characteristics of good ensemble playing while continuing to further develop
				  their own individual playing and listening skills. Students will broaden their
				  skills to a wider range of dynamics, tempi, and meters. Students will play
				  legato and non-legato melodies, two- and three-note slurred staccato, lour, and
				  martel bowings. Students will study syncopated rhythms and positions other than
				  first. They will become familiar with various periods of music history, play
				  scales and melodies up to 3 sharps and 2 flats, will learn the chromatic scale,
				  and continue to evaluate performances.
Performing
MU.S.2.1
Match pitches.
MU.S.2.2
Play one and two octave scales and arpeggios,
							 including chromatic scales.
MU.S.2.3
Play melodies up to 3 sharps and 2 flats.
MU.S.2.4
Play music containing dotted rhythms, eighth-notes,
							 eighth note triplets, sixteenth notes and rests in meters, 2, 3, 4, 6, and cut
							 time.
MU.S.2.5
Demonstrate characteristics of balanced ensemble
							 playing.
MU.S.2.6
Play melodies marked slurs of three or more
							 notes.
MU.S.2.7
Play slurred melodies incorporating string
							 crossings.
MU.S.2.8
Review and refine bow techniques including hooked
							 bows, martel, lour, and spiccato.
MU.S.2.9
Play legato and non-legato melodies.
MU.S.2.10
Play syncopated rhythms.
MU.S.2.11
Participate in the performance of music from various
							 periods of music.
MU.S.2.12
Play with extended finger positions in the first
							 position.
MU.S.2.13
Perform melodies using chromatic tones.
MU.S.2.14
Perform double stops in first position (omit double
							 bass).
MU.S.2.15
Play unisons and octaves formed with one open string
							 and one string fingered (Third Position for upper strings and Fourth Position
							 for lower strings).
MU.S.2.16
Demonstrate the ability to play in multiple
							 positions.
MU.S.2.17
Interpret music using contrasting dynamics including
							 pp, p, mp, mf, f, and ff.
MU.S.2.18
Demonstrate and apply vibrato using foundational
							 techniques.
MU.S.2.19
Develop accountability and personal productivity
							 thorough proper practice habits.
Exploring
MU.S.2.20
Sight-read pieces in major and minor keys up to three
							 sharps and two flats containing various bowings and articulations.
MU.S.2.21
Identify the following musical elements in selected
							 repertoire: bowing and articulation, key signature, time signature, rhythmic
							 patterns, and dynamic markings.
MU.S.2.22
Identify and define crescendo, diminuendo,
							 ritardando, sforzando, a tempo, and fermatas,
MU.S.2.23
Interpret tempos ranging from Largo to Allegro
							 Moderato.
MU.S.2.24
Identify the following: introduction and coda.
MU.S.2.25
Identify similar and different phrases and
							 sections.
MU.S.2.26
Identify major and minor melodies presented
							 aurally.
MU.S.2.27
Tune his/her instrument.
MU.S.2.28
Write major scales based on key signatures up to
							 three sharps and two flats.
MU.S.2.29
List characteristics of balanced ensemble
							 playing.
MU.S.2.30
Self-evaluate and peer-evaluate performances based
							 upon intonation, articulations, rhythms, and tone quality.
MU.S.2.31
Critique a performance based upon given and
							 self-created rubrics.
MU.S.2.32
Identify and demonstrate conducting patterns in 2, 3,
							 and 4.
MU.S.2.33
Explain how tempo terms relate to metronome
							 markings.
Creating
MU.S.2.34
Improvise a rhythmic variation on a melody.
MU.S.2.35
Improvise a response to a simple melody played by the
							 teacher.
MU.S.2.36
Improvise or notate a musical phrase according to
							 parameters provided by the teacher.
Relating
MU.S.2.37
Discuss the differences between various alternative
							 styles of string performance including but not limited to: bluegrass, rock, or
							 jazz.
MU.S.2.38
Discuss the art, music, and dance of various periods
							 of music as it relates to the repertoire of that period.
MU.S.2.39
Compare musical phrases to sentences in language arts
							 (e.g. antecedent and consequent phrases)
MU.S.2.40
Discuss and demonstrate social responsibility through
							 appropriate audience behavior
Orchestral StringsLevel III - Grades 6-
				  12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Orchestral Strings - Level III, students will continue to develop
				  individual playing skills and ensemble skills. They play scales and melodies in
				  major and minor keys up to five sharps and five flats and utilize the higher
				  positions in their performance. Students will explore and perform chords,
				  arpeggiated chords, and ornamentation. They will learn irregular and changing
				  meters and will expand music vocabulary, demonstrating the interpretation of
				  this vocabulary in their playing. Students will study vibrato and ensemble
				  techniques. They will study the Classical and Romantic periods,
				  twentieth-century music and the use of stringed instruments in American music
				  genres. Students will continue performance evaluation and emphasis will be
				  placed on listening skills. Students will develop knowledge of music form,
				  genre, history, and musical interpretation.
Performing
MU.S.3.1
Perform orchestral and chamber music from various
							 time periods.
MU.S.3.2
Demonstrate characteristics of balanced ensemble
							 playing.
MU.S.3.3
Play two and three octave scales & arpeggios,
							 including chromatic scales.
MU.S.3.4
Play melodies up to five sharps and five
							 flats.
MU.S.3.5
Demonstrate the ability to play in multiple positions
							 (beyond Third Position for upper strings and Fourth Position for lower
							 strings).
MU.S.3.6
Refine bowing techniques.
MU.S.3.7
Play pieces containing irregular and mixed
							 meter.
MU.S.3.8
Play double stops and three and four note
							 chords.
MU.S.3.9
Play works that require extended techniques
							 (including col legno, con sordino, etc.).
MU.S.3.10
Demonstrate and apply vibrato.
MU.S.3.11
Develop accountability and personal productivity
							 thorough proper practice habits.
Exploring
MU.S.3.12
Sight-read music containing contrasting tempos and
							 dynamics up to five sharps and five flats.
MU.S.3.13
Compare, contrast, and evaluate music from various
							 time periods.
MU.S.3.14
Compare and contrast performances of professional
							 ensembles using a self-created list of characteristics of exemplary
							 playing.
MU.S.3.15
Self-evaluate and peer-evaluate student performances
							 based upon intonation, articulations, rhythms, and tone quality using provided
							 and self-created rubrics.
MU.S.3.16
Describe the compositional techniques used in a theme
							 and variation.
MU.S.3.17
Interpret and apply ornamentation symbols including
							 turn ("), grace notes, and trills.
MU.S.3.18
Identify counter melodies in recorded, performed or
							 written examples.
MU.S.3.19
Describe various compositional forms (e.g. rondo,
							 sonata, allegro).
MU.S.3.20
Play a piece that makes use of non-standard
							 notation.
MU.S.3.21
Compare and contrast timbre and form in orchestral
							 works.
MU.S.3.22
Describe how music evokes emotions and express
							 personal feelings while listening to or performing a given work.
Creating
MU.S.3.23
Create melodic variations on a given melody.
MU.S.3.24
Add trills and grace notes to a major or minor
							 melody.
MU.S.3.25
Create a melody in the style requested by the
							 teacher.
MU.S.3.26
Perform an improvisation in a variety of
							 styles.
Relating
MU.S.3.27
Compare recordings of musical works from various time
							 periods and discuss similarities and differences.
MU.S.3.28
Describe ways in which music is related to other
							 subject areas.
MU.S.3.29
Create a list of various music professions including
							 notable individuals.
MU.S.3.30
Discuss the process of composing music and creating
							 visual arts including the basic content of each art form (e.g. unity and
							 variety, repetition, and contrast).
MU.S.3.31
Discuss the use of stringed instruments in American
							 music genres (e.g., folk music, jazz, pop, and Appalachian music).
MU.S.3.32
List the musical characteristics that contribute to a
							 given music work's placement in a time period.
MU.S.3.33
Discuss and demonstrate social responsibility through
							 appropriate audience behavior.
Music Appreciation and Music History - Grades 9 -
				  12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. Students will acquire basic skills in reading and understanding music
				  notation and explore the expression and organization of musical ideas and
				  nuances. Various genres anal styles of music, including performance styles,
				  will be studied. Students study music as it relates to the human experience. An
				  understanding of the historical context of Western civilization with the major
				  periods of Western music will become the foundation for exploration into other
				  world cultures as researched and experienced.
Performing
Exploring
* Sing, alone and with others, a varied repertoire of
							 music.
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music.
* Listen to, analyze, and describe music.
* Evaluate music and music performances.
Creating
Relating
* Improvise melodies, variations, and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationships between music, the arts,
							 and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Performing
MU.AH.1
Sing and perform, alone and with others, on
							 instruments using music that represents diverse genres and cultures.
MU.AH.2
Use music technology to explore musical sounds in an
							 expressive way.
Exploring
MU.AH.3
Follow an instrumental and/or vocal score or
							 listening map and apply specific criteria to develop active listening skills
							 (e.g. musical styles, associated works, improvisation, form).
MU.AH.4
Identify categories of sounds, individual
							 instruments, and varied ensembles.
MU.AH.5
Aurally identify and describe music elements and
							 differentiate the way these elements are used in various pieces.
MU.AH.6
Evaluate a given music work and determine how music
							 elements are used to prompt an emotional response.
MU.AH.7
Formulate and defend personal preferences for
							 specific music works and styles using appropriate music terms.
Creating
MU.AH.8
Improvise melodies over a given chord
							 structure.
MU.AH.9
Create an accompaniment to a familiar song.
MU.AH.10
Compose and/or arrange music.
Relating
MU.AH.11
Discuss and analyze the various uses of music.
MU.AH.12
Compare characteristics of music with another art
							 form within a particular historical period or style including the basic content
							 of each (e.g. unity and variety, repetition and contrast).
MU.AH.13
Research careers in music and explore the various
							 opportunities to experience music in the students' community.
MU.AH.14
Discuss the role of technology in the development of
							 music.
MU.AH.15
Discuss and analyze American music heritage and
							 culture.
MU.AH.16
Discuss and analyze multi-cultural influences in
							 music.
MU.AH.17
Explain appropriate audience behavior for the context
							 and style of music performed within a particular setting.
Music Technology - Levels I - II - Grades
				  6-12
The sequential program of music technology will include two
				  levels of examination and application of technology as related to music.
				  Sufficient time should be allotted for students to achieve the music technology
				  standards at each level. It is highly recommended that schools provide
				  opportunities for the integration of technology music standards in other music
				  classes (e.g. general music, instrumental music and choral music). The
				  standards are written in a way to maximize teacher knowledge of music
				  technology and creativity in delivering quality instruction.
Performing
Exploring
* Perform, alone and with others, a varied repertoire
							 of music.
* Read and notate music.
* Listen to, analyze, and describe music.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationships between music, the other
							 arts, and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Music Technology Level I - Grades6- 12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In Music Technology Level I, students will begin a basic study of music
				  technology. These students have not studied an instrument or have had minimal
				  music training. Students will examine current and recent innovations and
				  advances in music technology including digital sampling, sequencing,
				  computer-generated composition, MIDI and multi-track recordings. In a lab
				  setting, students will use technology to compose, edit, arrange, perform, and
				  record original compositions. Although recommended, the ability to read
				  standard notation is not a prerequisite.
Performing
MU.T.1.1
Share compositions and improvisations that
							 demonstrate an accomplished level of music and technological craftsmanship and
							 the use of digital and analog tools and resources.
MU.T.1.2
Develop and apply criteria to select a varied
							 repertoire to study and perform, based on interest and understanding of theory
							 and structure.
MU.T.1.3
Develop and implement rehearsal strategies to improve
							 and refine the technical and expressive aspects of performances.
Exploring
MU.T.1.4
Develop and implement varied strategies to improve
							 and refine the technical and expressive aspects of draft compositions and
							 improvisations.
MU.T.1.5
Describe and demonstrate how context, theoretical and
							 structural aspects of the music and digital media/tools inform and influence
							 performances.
MU.T.1.6
Describe and demonstrate an understanding of the
							 style, genre, context, and use of digital tools and resources in a varied
							 repertoire of music.
MU.T.1.7
Demonstrate an understanding of how style, genre,
							 context, and digital or analog tools affect a performer's ability to connect
							 with their audience.
MU.T.1.8
Analyze appropriate performance behavior as a
							 participant and/or listener.
Creating
MU.T.1.9
Generate melodic, rhythmic, and harmonic ideas for
							 compositions or improvisations using digital tools and resources.
MU.T.1.10
Select melodic, rhythmic, and harmonic ideas to
							 develop into a larger work.
Relating
MU.T.1.11
Using digital resources, demonstrate technical
							 accuracy and expressive quality in representing diverse cultures, styles, and
							 genres.
MU.T.1.12
Select and critique contrasting musical works, based
							 on their purpose and context.
MU.T.1.13
Explore multiple career paths in the music industry
							 and understand music as a business, including copyright laws and intellectual
							 property protocol.
Music Technology Level II - Grades 6 -12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards and learning skills. In Music
				  Technology Level II, students will continue the study of music technology.
				  Students will further explore music technology, focusing on innovative or
				  recent applications and resources aligned with Music Technology - Level I.
				  Emphasis will be placed on the understanding and application of existing music
				  technology and the awareness, exploration and/or use of recent or projected
				  music technology. It is recommended that Music Technology Level I be a
				  prerequisite for Music Technology Level II.
Performing
MU.T.2.1
Share a portfolio of music creations representing
							 varied styles and genres that demonstrates an advanced level of musical and
							 technical craftsmanship
MU.T.2.2
Develop and apply criteria to select varied programs,
							 based on student interest and skill level, to study and perform with an
							 understanding of theory and structure and expression.
MU.T.2.3
Refine and expand rehearsal strategies to improve the
							 technical and expressive aspects of performances.
Exploring
MU.T.2.4
Develop and implement varied strategies and apply
							 appropriate criteria to improve and refine the technical and expressive aspects
							 of draft compositions and improvisations.
MU.T.2.5
Examine, evaluate, and critique how context, theory,
							 structure, and digital media inform and influence performances.
MU.T.2.6
Explore and demonstrate an understanding of the
							 physics of musical sound and how sound is created and manipulated
							 synthetically.
MU.T.2.7
Demonstrate understanding of appropriate performance
							 etiquette, both as a performer and an audience member
Creating
MU.T.2.8
Generate melodic, rhythmic, and harmonic ideas for
							 compositions and improvisations that incorporate digital tools, resources, and
							 systems.
MU.T.2.9
Select, develop, and organize multiple melodic,
							 rhythmic, and harmonic ideas to develop into a larger work that exhibits unity,
							 variety, complexity and coherence.
Relating
MU.T.2.10
Using digital resources, demonstrate technical
							 accuracy and expressive quality in representing diverse cultures, styles,
							 genres, and historical periods.
MU.T.2.11
Select, describe, and prepare a variety of musical
							 selections based on characteristics and knowledge of the music.
MU.T.2.12
Expand understanding of multiple career paths in the
							 music industry and music as a business, including learning how to self-publish
							 and promote their own music compositions.
Music Theory and Composition - Grades
				  9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools.Students in Music Theory and Composition will focus on standards designed
				  to challenge the most advanced music students. The study of scales, key
				  signatures, chords and chord structures, composition, improvisation, and the
				  relationship to each other will be emphasized. Students will use composition
				  skills as tools for composing, transposing, transcribing and arranging
				  music.
Performing
Exploring
* Sing, alone and with others, a varied repertoire of
							 music.
* Perform on instruments, alone and with others, a
							 varied repertoire of music.
* Read and notate music.
* Listen to, analyze, and describe music.
* Evaluate music and music performances.
Creating
Relating
* Improvise melodies, variations and
							 accompaniments.
* Compose and arrange music within specified
							 guidelines.
* Understand relationships between music, thearts,
							 and disciplines outside the arts.
* Understand music in relation to history and
							 culture.
Performing
MU.TC.1
Sing intervals using a system within their vocal
							 range (e.g. solfeggio, numbers, letter names).
MU.TC.2
Perform rhythm patterns in various meters.
MU.TC.3
Perform major and minor scales on an
							 instrument.
MU.TC.4
Perform chord progressions as an accompaniment to a
							 music selection on a keyboard.
MU.TC.5
Perform an original composition.
Exploring
MU.TC.6
Read rhythms in various meter signatures.
MU.TC.7
Review and refine music terms/symbols and read treble
							 and bass clef notation.
MU.TC.8
Notate major and minor scales and their I - IV and V
							 chord progressions using various key signature's in both treble and bass
							 clefs
MU.TC.9
Sight-sing and identify intervals by sight and sound
							 using a system (e.g. solfeggio, numbers, letter names).
MU.TC.10
Aurally identify major and minor tonalities and
							 identify the use of enharmonic tones.
MU.TC.11
Harmonize a melody line.
MU.TC.12
Analyze given compositions for chords, keys, music
							 forms, and other compositional devices.
Creating
MU.TC.13
Improvise a rhythmic pattern to a steady
							 pulse.
MU.TC.14
Improvise a melody above a given chordal
							 accompaniment.
MU.TC.15
Compose a piece of music within a specified form,
							 choosing traditional or non-traditional notation.
MU.TC.16
Arrange a given composition.
Relating
MU.TC.17
Listen to exemplary compositions and compare and
							 contrast compositional devices used.
MU.TC.18
Explain the acoustical properties of musical
							 sounds.
MU.TC.19
Research careers in music which emphasize composing
							 and arranging.
MU.TC.20
Explore opportunities within the community for
							 composers / arrangers.
Visual Art - Grades K - 2; 3 - 5; 6 - 8
The sequential program of study in visual art will include,
				  but not be limited to, general art kindergarten through eighth grade.
				  Sufficient time should be allotted for students to achieve the visual art
				  standards. A quality visual art program brings richness to the school
				  curriculum; therefore, it is highly recommended that schools provide more than
				  a minimal amount of time for the delivery of the elementary general visual art
				  curriculum. The standards are written in a way to maximize teacher flexibility
				  and creativity in delivering quality instruction to all students.
Media, Techniques and Processes
Elements of Art and Principles of
							 Design
* Identify media and materials used in creating art;
							 understand processes and techniques in creating art; apply problem-solving
							 skills in creating two-dimensional and three-dimensional works of art; and use
							 materials and tools in a safe and responsible manner.
* Identify selected elements and principles of design
							 as they relate to art and the environment; understand qualities of elements of
							 art and principles of design as they apply to two-dimensional and
							 three-dimensional objects and artworks; apply elements of art and principles of
							 design as they relate to problem-solving skills in the creating of art; and
							 communicate expressive ideas that demonstrate an understanding of structures
							 and functions in art.
Subject Matter, Symbols, and
							 Ideas
Art History and Diversity
* Identify symbols and ideas to communicate meaning
							 in art; determine potential content for artworks; and apply problem-solving
							 skills when creating art relative to subject matter, symbols, and ideas.
* Identify how visual art has a history and specific
							 relationship to culture; analyze works of art that reflect different styles and
							 time periods; and demonstrate an understanding of how history, culture, and the
							 arts influence each other.
Reflection and Analysis
Multi-disciplinary Connections
* Identify multiple purposes for creating works of
							 art; analyze contemporary and historic meanings in specific artworks through
							 cultural and aesthetic inquiry; and describe and compare a variety of
							 individual responses to their artworks and to artworks from various eras and
							 cultures.
* Identify characteristics of visual art and other
							 disciplines; and analyze by comparing and contrasting connections between
							 disciplines.
General Art -
Grades K-2
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills and technology
				  tools. K-2 students begin their exploration of the world of art through subject
				  matter that centers on the student's own environment, allowing them to express
				  feelings and ideas using a variety of media and tools. They will discover how
				  to communicate through art and to discuss their own creations. They will learn
				  to use tools properly for drawing, painting, printing, and sculpture. Students
				  will explore colors, the use of lines, shapes and textures in artworks, and the
				  use of tools to attain a variety of effects in their work. As they develop
				  their artistic sensibilities, students will build upon their knowledge of the
				  elements and principles of visual art to investigate more complex concepts of
				  artistic design-including two- and three-dimensional artworks-will expand
				  subject matter from personal to the community, environment, nature and other
				  cultures, and will develop an understanding of connections between the arts and
				  other disciplines.
Media, Techniques and Processes
VA.K-2.1
Explore two- and three-dimensional art, tools,
							 techniques, and processes in multiple media.
VA.K-2.2
Construct more complex two- and three-dimensional art
							 using various multiple media to communicate ideas, experiences, and
							 stories
VA.K-2.3
Use materials, tools, and technology in a safe and
							 responsible manner.
Elements of Art and Principles of Design
VA.K-2.4
Explore, examine, and discuss the elements of art and
							 principles of design as they apply to the creation of two and three-dimensional
							 art and the communication of multiple ideas.
Subject Matter, Symbols and Ideas
VA.K-2.5
Explore, examine, and discuss how subjects, symbols,
							 and ideas visually communicate meaning in art.
VA.K-2.6
Create art using subject matter and symbols that
							 reflect personal experience, the community, environment, nature, and other
							 cultures.
Art History and Diversity
VA.K-2.7
Explore, examine, and discusshow art has existed
							 through time and is affected by its creator, culture, style, and or time
							 periods.
VA.K-2.8
Create art that reflects the style of various
							 cultures from different time periods.
Reflection and Analysis
VA.K-2.9
Explore, examine, and discusshow personal and others'
							 works of art represent feelings, reflect experiences, create meaning, and/or
							 have a function.
Multidisciplinary Connections
VA.K-2.10
Explore, examine, and discuss how ideas, experiences,
							 and stories can be expressed through multiple arts, disciplines, and other
							 subjects.
General Art - Grades 3-5
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills and technology
				  tools. Students in Grades 3-5 will build on the skills developed in K-2. They
				  will continue to improve creative problem-solving skills in their artwork as
				  they progress beyond the basics of color, perspective and dimensionality. They
				  will begin to explore the subtleties of color through complementary colors,
				  tints and shades, will discover subtractive and detractive sculpture, and will
				  delve into the world of abstract and non-objective symbols. Students will
				  increase their understanding of art in culture and history, identify artists
				  through their unique styles, continue to explore art as communication, and
				  examine the use of art media and technology, techniques, and processes.
Media, Techniques and Processes
VA.3-5.1
Compare, contrast, and explain the effectiveness of a
							 variety of two- and three-dimensional art tools, techniques, and processes in
							 multiple media.
VA.3-5.2
Construct two and three-dimensional art using
							 multiple media to communicate ideas experiences, and stories with aesthetic
							 prompt, multiple solutions, and to communicate ideas, experience, and stories
							 with peer critique.
VA.3-5.3
Use materials, tools, and technology in a safe and
							 responsible manner.
Elements of Art and Principles of Design
VA.3-5.4
Compare and contrast, analyze, and ask and answer
							 questions about the elements of art and principles of design as they apply to
							 the creation of two and three-dimensional art and the communication of multiple
							 ideas.
Subject Matter, Symbols and Ideas
VA.3-5.5
Explore, compare and contrast, and analyze the
							 presence of a subject, symbol or idea that visually communicate a meaning in
							 art.
VA.3-5.6
Create art using various subject matter or
							 symbols.
Art History and Diversity
VA.3-5.7
Compare and contrast, analyze, and ask and answer
							 questions about how art has existed through time and is affected by its
							 creator, culture, style, and/or time periods.
VA.3-5.8
Create art that reflects the style of various
							 cultures from different time periods as well as from current events.
Reflection and Analysis
VA.3-5.9
Compare and contrast, analyze, and ask and answer
							 questions about how personal and others' works of art represent feelings,
							 reflect experiences, create meaning, and/or have a function.
Multidisciplinary Connections
VA.3-5.10
Explore, compare and contrast, and analyze how ideas,
							 experiences, and stories can be expressed through multiple arts, disciplines,
							 and other subjects.
General Art - Grades 6-8
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills and technology
				  tools. Students Grades 6-8 will work individually and collaboratively on
				  artistic activities-including the creation of oral, written or multimedia
				  presentations-as they continue to experiment with a variety of media,
				  techniques, technologies, and processes, using the elements of art and
				  principles of design in self-directed art production. They will refine their
				  personal responsibility and productivity skills, their artwork will reflect
				  increasing levels of critical and innovative thinking, problem-solving, and
				  creative communication of intended meaning, and they will clarify reasons for
				  creating works of art, explain aesthetic qualities of symbols, ideas, and
				  personal values. Students will deepen their global awareness of art in its
				  historical and cultural context as they examine cultural, historical, and
				  aesthetic purposes of works of art. By participating in art appreciation
				  activities students will develop an understanding of art criticism.
Media, Techniques and Processes
VA.6-8.1
Explain the effectiveness of their choices of media,
							 techniques, technologies, and processes to communicate ideas.
VA.6-8.2
Construct-individually and collaboratively, for peer
							 review-both two- and three-dimensional art that uses multiple media to
							 communicate ideas, experiences, and narratives.
VA.6-8.3
Demonstrate safe and effective use of materials,
							 tools, and technology.
Elements of Art and Principles of Design
VA.6-8.4
Investigate and demonstrate the application of the
							 elements of art and principles of design when creating two and
							 three-dimensional art that communicate multiple ideas.
Subject Matter, Symbols and Ideas
VA.6-8.5
Investigate, interpret, and draw in-depth conclusions
							 about the presence of subjects, symbols, and ideas that communicate meaning in
							 art.
VA.6-8.6
Create art collaboratively and with group ideation
							 using various subject matter or symbols.
Art History and Diversity
VA.6-8.7
Investigate, interpret, and draw in-depth conclusions
							 about how art has existed through time and is affected by its creator, culture,
							 style and/or time periods.
VA.6-8.8
Create art collaboratively that reflects changing
							 times, traditions, resources, and cultural resources.
Reflection and Analysis
VA.6-8.9
Investigate, interpret, and draw in-depth conclusions
							 of the ways personal and others' works of art represent feelings, reflect
							 experiences, make meaning, and or have function.
Multidisciplinary Connections
VA.6-8.10
Investigate, interpret, and draw in-depth conclusions
							 about how ideas, experiences, and stories can be expressed through multiple
							 arts, disciplines, and other subjects.
General Art I - IV - Grades 9-12
A sequential comprehensive study of visual art at the high
				  school level, is found in General Art Levels I-II-III-IV. The standards at each
				  level reflect what a student should know and be able to do at that level of
				  study. Although each level is comprehensive within itself, it should serve as a
				  pre-requisite for the next level. Domains addressed at each level are: Media,
				  Techniques and Processes; Elements of Art and Principles of Design; Subject
				  Matter, Symbols, and Ideas; Art History and Diversity; Reflections and
				  Analysis; and Multi-disciplinary Connections. Regardless of grade level (i.e.
				  9th, 10th,
				  11th, or 12th), the entry
				  level study for high school visual art should be high school General Art
				  I.
Media, Techniques and Processes
Elements of Art and Principles of
							 Design
* Identify media and materials used in creating art;
							 understand processes and techniques in creating art; apply problem-solving
							 skills in creating two-dimensional and three-dimensional works of art; and use
							 materials and tools in a safe and responsible manner.
* Identify selected elements and principles of design
							 as they relate to art and the environment; understand qualities of elements of
							 art and principles of design as they apply to two-dimensional and
							 three-dimensional objects and artworks; apply elements of art and principles of
							 design as they relate to problem-solving skills in the creating of art; and
							 communicate expressive ideas that demonstrate an understanding of structures
							 and functions in art.
Subject Matter, Symbols, and
							 Ideas
Art History and Diversity
* Identify symbols and ideas to communicate meaning
							 in art; determine potential content for artworks; and apply problem-solving
							 skills when creating art relative to subject matter, symbols and ideas.
* Identify how visual art has a history and specific
							 relationship to culture; analyze works of art that reflect different styles and
							 time periods; and demonstrate an understanding of how history, culture, and the
							 arts influence each other.
Reflection and Analysis
Multi-disciplinary Connections
* Identify multiple purposes for creating works of
							 art; analyze contemporary and historic meanings in specific artworks through
							 cultural and aesthetic inquiry; and describe and compare a variety of
							 individual responses to their artworks and to artworks from various eras and
							 cultures.
* Identify characteristics of visual art and other
							 disciplines; and analyze by comparing and contrasting connections between
							 disciplines.
General Art I - Grades 9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards and learning skills. In General
				  Art I, students will use the artistic process to produce two- and
				  three-dimensional artworks using a variety of media, techniques, technology,
				  and processes. They will relate art skills and strategies to other disciplines,
				  various cultures, major art movements, and historical periods.
Media, Techniques and Processes
VA.HS1.1
Distinguish among a variety of two-dimensional and
							 three-dimensional media, techniques and processes.
VA.HS1.2
Communicate original and personal ideas in a variety
							 of media, techniques, and processes to create two-dimensional and
							 three-dimensional artworks.
VA.HS1.3
Use materials, tools, and technology in a safe and
							 responsible manner; balance experimentation and safety, freedom and
							 responsibility while developing and creating artworks; care for and maintain
							 materials, tools, and equipment; and discuss responsibilities that come with
							 the freedom to create.
Elements of Art and Principles of Design
VA.HS1.4
Identify similarities and differences in
							 two-dimensional and three-dimensional visual art based on the elements of art
							 and principles of design.
VA.HS1.5
Analyze design structures and functions of
							 two-dimensional and three-dimensional artworks.
VA.HS1.6
Create two-dimensional and three-dimensional artworks
							 based on elements of art and principles of design using appropriate media,
							 processes, and techniques to solve specific problems.
VA.HS1.7
Critique art works to demonstrate an understanding of
							 elements of art and principles of design.
Subject Matter, Symbols and Ideas
VA.HS1.8
Research use of content and symbols expressed in art
							 from past and present cultures.
VA.HS1.9
Employ subjects, themes, symbols, and ideas in
							 artworks.
VA.HS1.10
Use creative problem-solving to select and synthesize
							 subjects, symbols and ideas intentionally in a personal artwork
Art History and Diversity
VA.HS1.11
Examine and research different styles and time
							 periods in art history.
VA.HS1.12
Reexamine the relationship of artworks to one another
							 in terms of history and culture.
VA.HS1.13
Shape artistic investigations, following or breaking
							 with traditions in pursuit of creative art making goals.
Reflection and Analysis
VA.HS1.14
Investigate and analyze functions and reasons for
							 creating a variety of types of artworks.
VA.HS1.15
Use a critical process to draw comparisons between
							 their artwork and historical or cultural artworks.
Multi-disciplinary Connections
VA.HS1.16
Compare and connect the creative processes used in
							 visual arts to other disciplines.
VA.HS1.17
Research and analyze another subject area to identify
							 similarities and differences to visual art.
General Art II - Grades 9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In General Art II, students will extend artistic skills, critical
				  skills, and concept development through well-defined experiences in creating,
				  reflecting, and discussing artworks. Students will focus on compositional
				  awareness through the proficient use of elements, principles, structures, and
				  functions. Students will explore various aspects of the arts in the context of
				  global cultures and historical parameters as they examine connections between
				  other disciplines, and technologies. Students will practice responsible
				  workplace skills and safety. They will explore career opportunities and will be
				  introduced to the concept of portfolio development.
Media, Techniques and Processes
VA.HS2.1
Compare a variety of two-dimensional and
							 three-dimensional media, techniques and processes.
VA.HS2.2
Create a variety of two-dimensional and
							 three-dimensional artworks to communicate ideas and explore expressive
							 qualities.
VA.HS2.3
Use materials, tools and technology in a safe and
							 responsible manner.
Elements of Art and Principles of Design
VA.HS2.4
Express personal judgments about the effectiveness of
							 the use of the elements of art and principles of design in a variety of
							 artworks.
VA.HS2.5
Analyze and compare the use of the elements and
							 principles of design in two-dimensional and three-dimensional artworks.
VA.HS2.6
Create two-dimensional and three-dimensional artworks
							 that use organizational principles and functions to solve specific art
							 problems.
VA.HS2.7
Use a variety of critical methods to evaluate the
							 effectiveness of artworks in terms of organizational structures and
							 functions.
Subject Matter, Symbols and Ideas
VA.HS2.8
Reflect on how artworks differ visually, spatially,
							 intellectually, and functionally, and describe how these differences are a
							 result of historical and cultural context.
VA.HS2.9
Use subjects, themes, symbols, and ideas to
							 communicate intended meaning in artworks.
VA.HS2.10
Apply creative problem-solving and analogical
							 thinking to visual communication skills.
Art History and Diversity
VA.HS2.11
Categorize historical or cultural contexts of
							 artworks through characteristics and purposes.
VA.HS2.12
Differentiate meaning and style of specific art
							 objects within various cultures, times and places.
VA.HS2.13
Demonstrate in their own artwork a relationship to
							 history, aesthetics, and culture.
Reflection and Analysis
VA.HS2.14
Identify the purpose for creating and maintaining a
							 portfolio and develop criteria for a personal portfolio.
VA.HS2.15
Analyze and assesses different genres of artwork
							 emphasizing cultural viewpoints.
VA.HS2.16
Use criteria for evaluating their own work and the
							 work of various periods and different cultures.
Multi-disciplinary Connections
VA.HS2.17
Select and compare artwork using specific historical
							 issues or themes related to other subject areas.
VA.HS2.18
Apply creative problem-solving techniques to produce
							 a multi-disciplinary artwork.
General Art III - Grades 9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In General Art II, students will build on previous standards with a more
				  in-depth approach. Students will analyze and respond to art from various global
				  cultures visually, verbally, and in written form. Students will examine and
				  relate various themes and purposes of art forms to the total educational
				  process. They will study art history, criticism, and aesthetics in relation to
				  individually selected artworks and will develop a personal philosophy of art.
				  Students will develop portfolios which include products and critiques, and
				  other reflective work as they develop a personal style.
Media, Techniques and Processes
VA.HS3.1
Select and defend choices pertaining to media,
							 techniques, and processes in the discussion and creation of artworks.
VA.HS3.2
Apply problem solving skills to create
							 two-dimensional and three-dimensional artworks in a variety of media developing
							 a personal style.
VA.HS3.3
Create and prepare two-dimensional and
							 three-dimensional works for inclusion in an exhibition and/or portfolio.
VA.HS3.4
Use materials, tools, and technology in a safe and
							 responsible manner.
Elements of Art and Principles of Design
VA.HS3.5
Explain personal choices in the use of art elements
							 and principles of design in own artworks.
VA.HS3.6
Compare and contrast own work with other artwork in
							 terms of the art elements and principles of design in oral or written
							 form.
VA.HS3.7
Create multiple solutions through preliminary work to
							 solve assigned problems in structures and functions.
VA.HS3.8
Communicate expressive ideas in artworks that
							 demonstrates an understanding of structures and functions for inclusion in a
							 portfolio.
Subject Matter, Symbols and Ideas
VA.HS3.9
Evaluate and summarize symbolism used in the works of
							 various artists.
VA.HS3.10
Develop themes, symbolism and ideas in relation to
							 life experiences and/or perceptions when creating artwork.
VA.HS3.11
Apply problem-solving skills to choose subject
							 matter, symbols and ideas for own artwork.
Art History and Diversity
VA.HS3.12
Define and assess themes in visual art common to
							 various cultures throughout history.
VA.HS3.13
Analyze how themes common to various cultures
							 influence the creation of art.
VA.HS3.14
Create artwork that reflect common themes from
							 various cultures past or present.
Reflection and Analysis
VA.HS3.15
Determine multiple functions of art.
VA.HS3.16
Use frameworks for understanding contemporary and
							 historic meanings in art addressing a variety of eras and cultures (e.g. time
							 line, graphic organizers).
VA.HS3.17
Participate in self-critique and group critique in
							 the context of a variety of eras and cultures.
Multi-disciplinary Connections
VA.HS3.18
Categorize characteristics of visual art used in
							 other disciplines.
VA.HS3.19
Compare the materials, technologies, media and
							 processes of visual art with those of other disciplines.
General Art IV - Grades 9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills, and technology
				  tools. In General Art IV, students will develop and clarify their philosophy of
				  art and art making through in-depth explorations with media, techniques and
				  processes. Students will expand and refine a portfolio reflecting a broad base
				  of global and personal knowledge in the arts. Students will participate in
				  planning and installing an exhibition.
Media, Techniques and Processes
VA.HS4.1
Appraise and explain personal choices of materials
							 and techniques in portfolio work based on an understanding of the traditions of
							 the media.
VA.HS4.2
Communicate personal ideas effectively in
							 two-dimensional and three-dimensional media.
VA.HS4.3
Use materials, tools, and technology in a safe and
							 responsible manner.
Elements of Art and Principles of Design
VA.HS4.4
Analyze selected elements and principles of design as
							 they relate to art and the environment.
VA.HS4.5
Appraise viewpoints written about famous artworks in
							 terms of elements of art and principles of design applied to two-dimensional
							 and three-dimensional artworks.
VA.HS4.6
Define the use of the elements of art and principles
							 of design using multiple solutions in preliminary work that solve assigned
							 problems for inclusion in a portfolio.
VA.HS4.7
Convey expressive ideas in artwork which demonstrate
							 structures and functions in art.
Subject Matter, Symbols and Ideas
VA.HS4.8
Probe how artists have used subject matter and
							 symbolism in their work.
VA.HS4.9
Evaluate the influences of artists and others on
							 their own work.
VA.HS4.10
Use problem-solving skills to develop specific themes
							 and ideas in the creation of artwork.
Art History and Diversity
VA.HS4.11
Research meaning of artworks across time and various
							 cultures.
VA.HS4.12
Analyze aesthetic viewpoints observed in a variety of
							 artworks throughout history and cultures (e.g. emotionalism, formalism, and
							 imitation).
VA.HS4.13
Use critical models to interpret the meaning of
							 artworks across time and a variety of cultures.
Reflection and Analysis
VA.HS4.14
Compare the work of critics, historians,
							 aestheticians and artists.
VA.HS4.15
Describe their own artworks and be able to compare it
							 to a variety of artists' works from various eras and cultures.
VA.HS4.16
Review and explain the content of portfolios or
							 exhibits in terms of ideas, attitudes, reflective critiques, and statement of
							 intent.
VA.HS4.17
Write a personal statement about their art for
							 inclusion in their portfolio.
Multi-disciplinary Connections
VA.HS4.18
Compare and contrast the materials, technologies,
							 media and processes of the visual art with those of other disciplines.
Studio Art - Levels I - II - Grades 9-12
Studio Art as elective classes embrace more in-depth study,
				  process and product in creating and producing visual art. Moving from the
				  instructional approach of the classroom to the philosophical independent
				  thought of the studio, the student must come to the class with a solid
				  foundation in advanced visual art skills and a mindset of abstract
				  conceptualizing. Foundation classes such as Art I are strongly recommended and
				  teacher recommendation is encouraged. Expectations encompass: proficient and
				  advanced levels of craftsmanship; knowledge of visual art careers and
				  professions; and an anticipated participation in a field experience. The use
				  and knowledge of current and relative technology; an understanding of
				  traditional, contemporary and related visual art vocabulary plus the safe,
				  responsible use and care of equipment and materials are givens.
Media, Techniques and Processes
Elements of Art and Principles of
							 Design
* Explore media and materials used in the creative
							 process; Demonstrate problem-solving skills in creating two-dimensional and
							 three-dimensional works of art; and use materials and tools in a safe and
							 responsible manner.
* Explore the elements of art and principles of
							 design using the creative process as they relate to art and the environment:
							 demonstrate the use of the elements of art and principles of design as they
							 relate to problem-solving skills in the creative process; and communicate
							 expressive ideas that synthesize an understanding of structures and functions
							 in art.
Subject Matter, Symbols, and
							 Ideas
Art History and Diversity
* Identify symbols and ideas to communicate meaning
							 in art; determine potential content for artworks; and apply problem-solving
							 skills when creating art relative to subject matter, symbols and ideas.
* Explore how visual art has a history and specific
							 relationship to culture; analyze works of art that reflect different styles and
							 time periods; and demonstrate an understanding of how history, culture, and the
							 arts influence each other.
Reflection and Analysis
Multi-disciplinary Connections
* Identify multiple purposes for creating works of
							 art; analyze contemporary and historic meanings in specific artworks through
							 cultural and aesthetic inquiry; and articulate a variety of individual
							 responses to their artworks and to artworks from various eras and
							 cultures.
* Identify characteristics of visual art and other
							 disciplines; and analyze by comparing and contrasting connections between
							 disciplines.
Studio Art -Level I
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills
,
and technology. . Students enrolled in Studio Art I electives will be provided
				  in-depth study in selected media, techniques, and processes. Students will
				  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 based on a theme. Students will
				  hypothesize ideas and plans for creating art and design that can affect social
				  change.
Media, Techniques and Processes
VA.SA1.1
Demonstrate knowledge of the terminology related to
							 the media, processes and techniques.
VA.SA1.2
Demonstrate an understanding of techniques, and
							 processes related to the media.
VA.SA1.3
Use problem-solving skills to explore techniques, and
							 processes in creating two-dimensional and three-dimensional works of
							 art.
VA.SA1.4
Use materials and tools in a safe and responsible
							 manner.
Elements and Principles of the Creative
				  Process
VA.SA1.5
Identify the elements of art and principles of design
							 in artworks of the media.
VA.SA1.6
Analyze the character of the elements of art and
							 principles of design in artworks in the media.
VA.SA1.7
Create artworks that use organizational principles
							 and functions to solve specific problems.
VA.SA1.8
Create artwork demonstrating an understanding of the
							 structures and functions in art.
Subject Matter, Symbols and Ideas
VA.SA1.9
Explore subject matter, themes and motifs related to
							 the studio area from past and present cultures.
VA.SA1.10
Assess the significance of historical subject matter,
							 themes and motifs.
VA.SA1.11
Use problem solving skills to explore subject matter,
							 symbols, and ideas as content for art works
VA.SA1.12
Produce artworks with subject matter, themes and
							 motifs related to the media from past and present cultures.
Art History and Diversity
VA.SA1.13
Identify the meanings, functions, and uses of
							 specific art in the media from a variety of past and present cultures.
VA.SA1.14
Explore themes and motifs from various cultures from
							 past history.
VA.SA1.15
Create artworks influenced by past history and
							 culture in the media.
Reflection and Analysis
VA.SA1.16
Explore the context and purpose for creating specific
							 works in the media.
VA.SA1.17
Compare a variety of artworks from different
							 historical and cultural viewpoints.
VA.SA1.18
Create artwork and participate in critiques of
							 personal and peer group artworks considering cultural and historical
							 influences.
Multidisciplinary Connections
VA.SA1.19
Compare the materials, technologies, media, and
							 processes of the studio area with those of other creative disciplines.
VA.SA1.20
Explore connections between arts disciplines
							 influenced by historical events, and developments in science, and cultural
							 ideas or issues.
Studio Art - Level II
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, learning skills
,
and technology. Students enrolled in Studio Art II electives will be provided
				  advanced in-depth study of selected media, techniques, and processes. The
				  advanced level classes require Studio Art I prerequisites. Students will 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 based on a theme. Students will hypothesize
				  ideas and plans for creating art and design that can affect social
				  change.
Media, Techniques and Processes
VA.SA2.1
Demonstrate knowledge of skills, processes and
							 techniques in the creation of artworks.
VA.SA2.2
Use problem-solving skills in the application of
							 media techniques and processes to communicate ideas and expressive
							 qualities.
VA.SA2.3
Use materials and tools in a safe and responsible
							 manner.
Elements and Principles of the Creative
				  Process
VA.SA2.4
Identify elements of art and principles of design in
							 artwork of the media from a variety of cultures and artists.
VA.SA2.5
Compare the use of the elements and principles of
							 design in artworks of the media from a variety of cultures and artists.
VA.SA2.6
Use multiple solutions exploring organizational
							 principles and functions to solve specific problems.
VA.SA2.7
Create artwork using structures and functions of art
							 to express ideas or concepts.
Subject Matter, Symbols and Ideas
VA.SA2.8
Research subject matter, themes and motifs related to
							 the studio area from past and present cultures.
VA.SA2.9
Differentiate specific subject matter, themes and
							 motifs in terms of aesthetics.
VA.SA2.10
Apply problem solving skills to explore subject
							 matter, themes and motifs related to the media from past and present
							 cultures.
VA.SA2.11
Create artworks with subject matter, themes and
							 motifs related to the media from contemporary society.
Art History and Diversity
VA.SA2.12
Research the meanings, functions, and uses of
							 specific art in the media from various past and present cultures.
VA.SA2.13
Compare and contrast themes and motifs from various
							 cultures in present time.
VA.SA2.14
Create artworks reflecting contemporary issues and
							 cultural influences.
Reflection and Analysis
VA.SA2.15
Probe the context and motivation for creating
							 specific works in the media.
VA.SA2.16
Evaluate a variety of artworks in the media from
							 different historical and cultural viewpoints.
VA.SA2.17
Create and select through group and self-critiques
							 works for inclusion in an exhibition or portfolio.
Multidisciplinary Connections
VA.SA2.18
Incorporate influences of materials, technologies,
							 media, and processes of another creative discipline into their artwork.
VA.SA2.19
Create artworks demonstrating connections between
							 historical events, developments in science, and cultural issues that are
							 influenced by visual art.
Art History, Appreciation and Aesthetics (Grades 9 -
				  12)
Students in Grades 9-12 will select/describe, analyze,
				  interpret/translate and evaluate cultural and multi-cultural influences on the
				  arts, including social, political, economic, functional and aesthetic
				  considerations. Students will develop a variety of critical analyses and
				  examine different philosophies and viewpoints. Students' experiences with art
				  media within its historical context will connect selected artwork to the
				  artist's process. Products and/or presentations relate cognitive learning to
				  artistic practices. Knowledge of related careers in the fields of art history
				  and aesthetics are covered as well as the application of technology to assist
				  learning.
Media, Techniques and Processes
Elements of Art and Principles of
							 Design
* Identify media and materials used in creating art;
							 understand processes and techniques in creating art; apply problem-solving
							 skills in creating two-dimensional and three-dimensional works of art; and use
							 materials and tools in a safe and responsible manner.
* Identify selected elements and principles of design
							 as they relate to art and the environment; understand qualities of elements of
							 art and principles of design as they apply to two-dimensional and
							 three-dimensional objects and artworks; apply elements of art and principles of
							 design as they relate to problem-solving skills in the creating of art; and
							 communicate expressive ideas that demonstrate an understanding of structures
							 and functions in art.
Subject Matter, Symbols, and
							 Ideas
Art History and Diversity
* Identify symbols and ideas to communicate meaning
							 in art; determine potential content for artworks; and apply problem-solving
							 skills when creating art relative to subject matter, symbols and ideas.
* Identify how visual art has a history and specific
							 relationship to culture; analyze works of art that reflect different styles and
							 time periods; and demonstrate an understanding of how history, culture, and the
							 arts influence each other.
Reflection and Analysis
Multi-disciplinary Connections
* Identify multiple purposes for creating works of
							 art; analyze contemporary and historic meanings in specific artworks through
							 cultural and aesthetic inquiry; and describe and compare a variety of
							 individual responses to their artworks and to artworks from various eras and
							 cultures.
* Identify characteristics of visual art and other
							 disciplines; and analyze by comparing and contrasting connections between
							 disciplines.
Media, Techniques and Processes
VA.HAA.1
Select/describe various styles, techniques, and media
							 in works of art.
VA.HAA.2
Use in a safe and responsible manner, media,
							 techniques and processes in relation to artwork studied.
VA.HAA.3
Examine and classify media and processes of artists
							 throughout history.
Elements of Art and Principles of Design
VA.HAA.4
Describe the elements of art and principles of design
							 used across the cultures and time periods.
VA.HAA.5
Evaluate how the elements of art and principles of
							 design are integrated in two- and three-dimensional art across cultures and
							 time period.
VA.HAA.6
Research information concerning a variety of artists'
							 applications of the elements of art and principles of design.
VA.HAA.7
Articulate out how the structures and functions of
							 art are communicated in various cultures throughout history.
Subject Matter, Symbols and Ideas
VA.HAA.8
Identify and compare a variety of cultural influences
							 on art. (e.g., economic, political, religious).
VA.HAA.9
Recognize symbols, issues, and themes related to
							 artworks of varied time periods.
VA.HAA.10
Compare and contrast aesthetic expression in terms of
							 both form and content.
VA.HAA.11
Explain the process of how artists find subject
							 matter, and ideas in creating art.
Art History and Diversity
VA.HAA.12
Analyze the historical influences on contemporary
							 art.
VA.HAA.13
Research styles and/or periods of art and summarize
							 or reconstruct as a product or presentation.
VA.HAA.14
Explain that artistic forms can be indicators of
							 social/religious beliefs.
Reflection and Analysis
VA.HAA.15
Analyze the purposes of criticism in a variety of
							 written or oral forms.
VA.HAA.16
Compare artists, styles, techniques, and their
							 influences within a given time period using a critical process.
VA.HAA.17
Develop criteria for critiques about artists, styles,
							 movements, aesthetics and concepts.
Multidisciplinary Connections
VA.HAA.18
Explore art history and its relationships to other
							 disciplines.
Dance - Levels I -IV(Grades 9-12)
Dance is one of four programs of study from which an elective
				  course may be chosen to fulfill the graduation requirement of one course in the
				  arts. Dance electives must be offered to accommodate at least one level of
				  student achievement (Dance I). Electives must be provided to accommodate four
				  sequential levels of student achievement (Dance I - IV).
Dance classes provide opportunities for both individual and
				  group projects. For this reason, students working at two, three, or four
				  different levels may be accommodated in a single class.
Create
Perform
* Dance to create and communicate meaning while
							 applying choreographic principles, processes, and structures.
* Develop and practice movement elements and skills
							 in performing dance.
Respond
Connect
* Respond to dance by employing critical and creative
							 thinking skills.
* Connect dance to cultural, historical, healthful
							 living, and other disciplines.
Dance - Level I
In Dance - Level I, students will experience a variety of
				  dance concepts, ideas and techniques, and an appreciation for the art of
				  dance.
Create
DA.1.1
Recognize and generate abstract movement to
							 communicate ideas, experiences, feelings, or images.
DA.1.2
Identify, define, and create movement phrases using
							 the elements of dance (i.e., body, action, space, time, energy).
DA.1.3
Identify, define, and use choreographic structures
							 (i.e., AB, ABA, canon, rondo, narrative, theme and variation, retrograde,
							 chance, call and response) and choreographic principles (i.e., theme,
							 repetition, transition, resolution) through the creation of a movement
							 phrase.
DA.1.4
Recognize and examine improvisation as a method of
							 generating movement for choreography.
DA.1.5
Use collaborative and cooperative skills to
							 contribute constructively to the creation of a group dance with relevant social
							 theme.
Perform
DA.1.6
Use appropriate etiquette while observing and
							 performing dance.
DA.1.7
Use movement, strength, flexibility, endurance, and
							 proper alignment to develop technique in a variety of dance genres.
DA.1.8
Understand, demonstrate, and practice time, space,
							 weight and flow as it relates to locomotor and non-locomotor/axial
							 movements.
DA.1.9
Understand and exhibit the impact of performance
							 values of memorization, clarity, concentration, focus, and projection on dance
							 performance.
DA.1.10
Perform a group dance for an audience (e.g. peer,
							 classroom, or public) using technical skills, movement qualities, and
							 performance values learned in class.
Respond
DA.1.11
Observe and explain how personal experience can
							 influence the individual interpretation of a movement.
DA.1.12
Explain and discuss how elements of dance and
							 choreographic structures are used to communicate ideas in dance.
DA.1.13
Recognize and discuss the use of dance elements and
							 choreographic structures in a variety of significant dance works from numerous
							 genres and historical time periods.
DA.1.14
Establish a set of aesthetic criteria and apply it in
							 evaluating student work in a group setting.
Connect
DA.1.15
Understand and apply health related concepts to dance
							 while examining personal physical strengths, weaknesses, and lifestyle choices
							 and the effect on the dancer.
DA.1.16
Use dance to interpret concepts in history related to
							 significant events, ideas, and movements from a global context.
DA.1.17
Observe and compare culturally diverse dances.
DA.1.18
Discuss commonalities and differences between dance
							 and other disciplines.
Dance - Level II
In Dance - Level II, students will advance in knowledge of a
				  variety of dance concepts, ideas, and techniques.
Create
DA.2.1
Generate and use abstract movement to communicate
							 ideas and choreographic intent in creating dance.
DA.2.2
Create movement phrases that vary the use of the
							 elements of dance.
DA.2.3
Generate movement utilizing a variety of
							 choreographic structures and choreographic principles.
DA.2.4
Use improvisation to develop a movement
							 phrase.
DA.2.5
Collaborate to create a dance that communicates an
							 idea, personal experience or concept.
DA.2.6
Create a dance and revise it over time by modifying
							 the dance concepts (e.g., elements of dance, choreographic structures, and
							 choreographic principles).
Perform
DA.2.7
Use consistent, appropriate etiquette as a dancer,
							 performer, and observer.
DA.2.8
Understand how anatomical concepts can be used to
							 improve technique (e.g., alignment, balance, strength, flexibility, and
							 endurance) in a variety of dance genres.
DA.2.9
Compare and demonstrate the following pairs of
							 concepts: bound and free flow, strong and light weight, sudden and sustained
							 time, rhythm and timing, and direct and indirect space.
DA.2.10
Use performance values of memorization, clarity,
							 concentration, focus, and projection to enhance dance performance.
DA.2.11
Perform a group dance for an audience (e.g.,
							 classroom or public) using technical skills, movement qualities, and
							 performance values learned in class.
Respond
DA.2.12
Explain the influence of the choreographic vision and
							 intent on the creative process.
DA.2.13
Articulate understanding of how personal experience
							 influences the interpretation of a dance.
DA.2.14
Use accurate terminology to describe how elements of
							 dance and choreographic structures and principles are used to communicate ideas
							 in dances.
DA.2.15
Analyze and discuss the use of dance elements and
							 choreographic structures in a variety of significant dance works from numerous
							 genres and historical time periods
DA.2.16
Formulate and apply aesthetic criteria to evaluate
							 personal work and the work of others in a positive and constructive
							 manner.
Connect
DA.2.17
Identify health issues, strategies, and tools
							 affecting the health, well-being, and care of the dancer's body.
DA.2.18
Use dance to integrate ideas and explore concepts
							 from other content areas to inspire new approaches to the study of
							 dance.
DA.2.19
Analyze the history of culturally diverse
							 dances.
Dance - Level III
In Dance - Level III, students will continue to advance their
				  knowledge of a variety of dance concepts, ideas and techniques, and will
				  develop as dance artists.
Create
DA.3.1
Use a defined creative process to plan, create,
							 revise, and present dance.
DA.3.2
Create dances using selected dance elements,
							 choreographic principles, structures, processes, and production elements to
							 fulfill choreographic intent and meet aesthetic criteria.
DA.3.3
Use improvisational strategies (e.g., mirroring,
							 flocking, word imagery, and positive/negative space with partner) to develop
							 movement phrases into a dance.
DA.3.4
Collaborate to create a duet, trio, or small group
							 dance that conveys an idea, personal experience, concept, and/or other
							 viewpoints with coherence and aesthetic unity.
DA.3.5
Create a duet, trio, or small group dance and revise
							 it over time by modifying the dance concepts (e.g., elements of dance,
							 choreographic structures, and choreographic principles) to further explore and
							 understand the choreographic intent.
Perform
DA.3.6
Demonstrate appropriate behaviors and etiquette for
							 self and others in a variety of dance roles (e.g., dancer, performer,
							 choreographer, and observer) to enhance the performance experience.
DA.3.7
Execute and assess the integration of anatomy and
							 technique through self- evaluation in a variety of dance genres.
DA.3.8
Differentiate between qualities of space, time,
							 weight, and flow in dance sequences while integrating breath support into
							 movement, phrasing, and expression.
DA.3.9
Demonstrate consistent performance values of
							 memorization, clarity, concentration, focus, and projection in dance
							 performance.
DA.3.10
Perform a duet, trio, or small group dance for an
							 audience using technical skills, movement qualities, and performance values
							 with coherence and aesthetic unity.
Respond
DA.3.11
Analyze the impact of movement selection,
							 choreographic processes, and production design choices on communicating meaning
							 in personal dances.
DA.3.12
Analyze dance elements, choreographic structures, and
							 creative processes used in a variety of significant choreographers' works as
							 inspiration for new student work.
DA.3.13
Compare the choreographer's intent and the audience
							 members' interpretation of meaning.
DA.3.14
Evaluate student work through teacher, peer, and
							 self-assessments to refine personal performance in dance.
Connect
DA.3.15
Evaluate personal actions, commitment, and discipline
							 necessary to achieve dance goals.
DA.3.16
Analyze and perform a dance that displays the
							 traditions and techniques of a specific culture or historical period.
DA.3.17
Research and discuss issues of ethnicity, gender,
							 socio-economic class, age, and/or physical condition in relation to
							 dance.
DA.3.18
Create interdisciplinary projects integrating dance
							 and other disciplines.
Dance - Level IV
In Dance - Level IV, students will find individual voice as
				  artists.
Create
DA.4.1
Use personal aesthetic criteria to guide the creative
							 process in dance.
DA.4.2
Create dances using appropriate movement choices;
							 choreographic principles, structures, and processes; and production elements to
							 fulfill choreographic intent and meet aesthetic criteria.
DA.4.3
Generate innovative solutions to movement problems
							 with personal choreography and the choreography of others.
DA.4.4
Create an individual dance conveying ideas,
							 experiences, feelings, concepts, images, or narratives that have personal
							 meaning or social significance.
DA.4.5
Create a group dance with coherence and aesthetic
							 unity and revise it over time by modifying the dance concepts to further
							 explore, understand, and develop the choreographic intent.
Perform
DA.4.6
Demonstrate consistent appropriate behaviors and
							 etiquette for self and others in a variety of dance roles to maintain a
							 supportive environment.
DA.4.7
Refine the use of anatomy, technique, articulation of
							 movement, and aesthetic criteria through self- evaluation to enhance dance
							 movement and performance.
DA.4.8
Integrate the use of elements of dance, breath,
							 articulation, and weight shift in movement and performance.
DA.4.9
Integrate performance values when creating and
							 performing dance.
DA.4.10
Perform individual and group dances for an audience
							 using technical skills, movement qualities, and performance values with
							 coherence and aesthetic unity.
Respond
DA.4.11
Analyze how movement ideas, elements, and structures
							 of dances are developed to create meaning.
DA.4.12
Critique dances in terms of multiple aesthetic and
							 cultural criteria.
DA.4.13
Evaluate personal performance in dance using feedback
							 from a variety of sources.
Connect
DA.4.14
Explain the impact of lifestyle choices,
							 self-concept, cultural media, and social environment on dancers.
DA.4.15
Relate skills and qualities leading to success in the
							 dance field to life experiences
(e.g., responsibility, adaptability, organization,
							 communication, and time management).
DA.4.16
Interpret dance from personal, cultural, and
							 historical contexts.
DA.4.17
Analyze the impact of physical and social conditions
							 on dance.
Theatre- Levels I - IV(Grades 9-12)
Theatre is one of the four programs of study from which an
				  elective course may be chosen to fulfill the graduation requirement of one
				  course in the arts. Theatre electives must be offered to accommodate at least
				  one level of student achievement (Theatre I). Electives must be provided to
				  accommodate four sequential levels of student achievement (Theatre I -
				  IV).
Theatre classes provide opportunities for both individual and
				  group projects. For this reason, students working at two, three, or four
				  different levels may be accommodated in a single class.
Scriptwriting
Acting
* Devise scripts through improvising, adapting,
							 writing and refining texts based on personal experiences, heritage,
							 imagination, literature, and history.
* Act by developing, communicating, and sustaining
							 characters in improvisations and informal and formal productions.
Technical Theatre
Directing
* Design and produce by conceptualizing and realizing
							 artistic interpretations for informal and formal productions.
* Direct by interpreting dramatic texts and
							 organizing and conducting rehearsals for theatre.
Career Development
Connecting
* Developing the skills to be successful in the Arts
							 and Entertainment Industry.
* Construct meaning by analyzing, comparing,
							 critiquing, and integrating concepts from theatre and other art forms from a
							 variety of contexts and cultures.
Theatre -Level I
In Theatre - Level I, students will adapt stories for
				  performance; identify contemporary styles of theatre/drama and depict
				  characters in them; identify elements of technical theatre; and demonstrate
				  technical theatre knowledge and skills. Students will discuss multiple
				  interpretations for production ideas and will identify how the non-dramatic art
				  forms enhance a theatre production. Students will explore how culture,
				  historical period, and context influence the creation and interpretation of
				  theatre.
Script writing
TH.1.1
Select materials for adaptation (e.g., stories,
							 myths, fables, personal experiences, songs) and analyze the content of the
							 material for dramatic elements.
TH.1.2
Experiment with stories to create a variety of
							 theatrical forms (e.g., reader's theatre, improvisation, tableau, pantomime)
							 which demonstrate understanding of dramatic elements.
Acting
TH.1.3
Practice memorization skills in the creation of
							 simple characters.
TH.1.4
Demonstrate the focus, concentration, observation,
							 and believable action necessary to sustain a character.
TH.1.5
Experiment with a variety of ways to use the body and
							 voice in performance.
TH.1.6
Discuss how style and genre influence the creation of
							 character.
TH.1.7
Communicate responsibly and respectfully in an
							 ensemble.
Technical Theatre
T.1.8
Recognize ways in which technical elements support a
							 story.
T.1.9
Identify technical elements of theatre.
T.1.10
Recognize technical vocabulary, knowledge, and skills
							 to assist in safely solving the problems of functional scenery, properties,
							 lighting, sound, costumes, and makeup.
T.1.11
Articulate the production team hierarchy and each
							 position's contribution to the production process.
Directing
TH.1.12
Research and analyze information related to
							 historical, cultural, and social contexts of plays.
TH.1.13
Demonstrate possible interpretations for a text
							 (e.g., improvisations, scenes, plays) using a variety of techniques.
TH.1.14
Practice respect, sensitivity, teamwork, and
							 leadership in ensemble activities.
TH.1.15
Analyze a live theatre performance through written
							 critique.
Career Development
TH.1.16
Identify the role and the responsibilities of careers
							 in theatre and the entertainment industry.
TH.1.17
Begin a monologue repertoire or a technical theatre
							 portfolio.
Connecting
TH.1.18
Identify and articulate cultural, historical, and
							 symbolic clues in dramatic texts, and use the information to make artistic
							 choices in informal and formal productions.
TH.1.19
Explore the impact of multiple arts disciplines on
							 the expression of ideas and emotions in a theatre production.
TH.1.20
Identify the origins of various theatrical
							 entertainment and rituals throughout history.
TH.1.21
Research the development of dramatic forms,
							 production practices, and theatrical traditions across cultures and historical
							 periods.
TH.1.22
Explore examples of dramatic literature from various
							 cultures and historical periods.
Theatre - Level II
In Theatre - Level II, students will write, perform, and
				  evaluate theatre productions; identify and demonstrate selected historical
				  styles of theatre/drama; and perform contemporary and classical characters'
				  parts. Students will explain basic properties of technical theatre and will
				  apply that knowledge and skills.
Scriptwriting
TH.2.1
Devise, perform, and evaluate monologues and scenes
							 that depict well-developed characters.
TH.2.2
Identify and apply in performance a variety of
							 theatrical conventions in writing and improvisation (e.g. narration, flashback,
							 play within a play, chorus, aside, and soliloquy.)
Acting
TH.2.3
Analyze a scene or play for contextual clues that
							 inform and support character development.
TH.2.4
Communicate character through the expressive use of
							 body and voice.
TH.2.5
Perform a variety of vivid characters based on
							 research of historical periods of theatre and various acting techniques.
TH.2.6
Demonstrate cooperative and collaborative behaviors
							 and skills to form an ensemble.
Technical Theatre
TH.2.7
Articulate the constraints of physical space on
							 theatrical design (e.g., proscenium, thrust, touring venues).
TH.2.8
Recognize theatre design components (e.g., flats,
							 platforms, props, costumes, stage lights, sound effects).
TH.2.9
Describe the process used to create designs.
TH.2.10
Use text analysis and research to generate technical
							 and set design ideas.
TH.2.11
Demonstrate the safe use of specific tools used by
							 theatre designers and technicians.
TH.2.12
Collaborate to solve challenges of functional
							 technical theatre elements.
Directing
TH.2.13
Explore unified concepts based on text analysis and
							 research (e.g., playwright, historical, social and cultural context).
TH.2.14
Devise blocking and movement and basic scenic
							 elements (e.g., furniture, hand props) to form stage pictures and compositions
							 which communicate character relationships, status, focus, and action.
TH.2.15
Discuss and recognize different audition and casting
							 techniques.
Career Development
TH.2.16
Identify roles and responsibilities found in various
							 careers in theatre and the entertainment industry.
TH.2.17
Expand monologue repertoire or continue to update
							 technical theatre portfolio.
Connecting
TH.2.18
Construct meaning from multiple arts disciplines
							 representing a variety of contexts and cultures.
TH.2.19
Relate social concepts (e.g. themes, lessons,
							 attitudes, values, morals) from productions representing a variety of cultures
							 and historical periods to current personal, national, and international
							 issues.
TH.2.20
Demonstrate the integration of several arts
							 disciplines in informal and formal presentations.
TH.2.21
Critique personal and others' dramatic performances
							 to suggest constructively alternative artistic choices, taking into account the
							 context
TH.2.22
Discuss cultural and historical sources of American
							 theatre and musical theatre.
Theatre - Level III
In Theatre - Level III, students will collaborate in
				  developing original dramatic pieces or short plays and will demonstrate
				  ensemble in rehearsing and performing informal and formal theatre works. They
				  will identify how scientific and technological advances impact theatre and will
				  assist directors in developing safe production concepts. Students will assist
				  in creating and implementing a production.
Scriptwriting
TH.3.1
Compose and perform dramatic pieces that communicate
							 the character's inner life and the socio-cultural forces that influence the
							 characters' wants, needs, intentions, and actions.
TH.3.2
Create a complex plot structure which includes
							 preliminary situation, inciting/initial incident, rising action, climax,
							 falling action, and resolution.
TH.3.3
Create meaningful stage directions that enhance
							 character, setting, and plot.
TH.3.4
Explain initial inspiration and justify artistic
							 choices.
Acting
TH.3.5
Demonstrate artistic discipline to achieve ensemble
							 in rehearsal and performance.
TH.3.6
Create consistent, believable performances in
							 informal and formal theatre.
TH.3.7
Assess the performances of self and others through
							 responsible critique.
Technical Theatre
TH.3.8
Identify how scientific and technological advances
							 affect set, light, sound, costume design, and implementation for theatre and
							 electronic media productions.
TH.3.9
Explore the use of symbols and symbolism in
							 design.
TH.3.10
Develop unified production concepts, in collaboration
							 with directors and production teams, conveying the metaphorical nature of
							 theatre or electronic media productions.
TH.3.11
Practice safe construction techniques and efficient
							 operation of technical aspects of theatre or electronic media
							 production.
TH.3.12
Use problem solving skills to assist in creating and
							 reliably implementing stage management, promotional, and business plans.
Directing
TH.3.13
Reframe information from text analysis and/or
							 research to state a play's theme that speaks to current society and
							 culture.
TH.3.14
Communicate meaning and artistic vision through
							 blocking, movement, actions, composition, pacing, and patterns.
TH.3.15
Organize and manage the rehearsal time necessary to
							 produce an informal theatre production.
Career Development
TH.3.16
Explore different career opportunities in community
							 and professional theatre.
TH.3.17
Expand monologue repertoire or continue to update
							 technical theatre portfolio.
Connecting
TH.3.18
Identify the conventions of nontraditional theatrical
							 performances.
TH.3.19
Compare and contrast various interpretations of the
							 same texts and/or performances.
TH.3.20
Explain the historical and cross-cultural influences
							 on contemporary theatre and electronic media productions.
TH.3.21
Analyze and evaluate critiques about personal
							 dramatic work, explaining points most appropriate to facilitate further
							 development of the work.
Theatre - Level IV
In Theatre - Level IV, students will write scripts which may
				  include multi-media productions; demonstrate artistic discipline to achieve
				  ensemble in rehearsal and performance of informal and formal theatre works and
				  works in film, television, or electronic media; explain how scientific and
				  technological advances impact theatre; collaborate with directors to develop
				  unified production concepts. Students will collaborate with designers and
				  actors, demonstrating direction skills. Students will develop and document
				  evidence of their own artistic growth.
Scriptwriting
TH.4.1
Describe the writing process as it applies to script
							 development and artistic choices.
TH.4.2
Organize research, observation, and reflection to
							 develop script ideas and generate complex characters and plot.
TH.4.3
Compose a script based upon historical research and
							 social context.
TH.4.4
Defend inspiration, artistic choices, and dramatic
							 style when receiving feedback.
Acting
TH4.5
Create and perform characters of depth, attending to
							 character choices rooted in text.
TH.4.6
Create personal blocking, physicalization, and
							 character nuances based on intuitive response to text beyond the direction of
							 the director.
TH.4.7
Sustain contrasting characters performed in informal
							 and formal theatre or electronic media productions.
TH.4.8
Assess and refine performances through responsible
							 critique of self and others.
Technical Theatre
TH.4.9
Create a unified production concept to present to
							 directors and production teams for informal and formal theatre or electronic
							 media productions.
TH4.10
Serve on a technical theatre crew for a formal or
							 informal production.
TH.4.11
Design and create a technical production project
							 (e.g., a costume, lighting plot, sound design, prop, scenery, puppet).
Directing
TH.4.12
Facilitate the entire production of a theatre event
							 within the limitations of the performance space, time, and budget.
TH.4.13
Positively respond to criticism; defend artistic
							 choices; assess the process and the product and recommend changes.
TH.4.14
Collaborate with designers and actors to develop
							 aesthetically unified production concepts for formal theatre production.
Career Development
TH.4.15
Identify postsecondary education and training
							 opportunities for pursuing a career in theatre.
TH.4.16
Select contrasting monologues suitable for
							 scholarship audition or refine existing portfolio for scholarship
							 interview.
TH.4.17
Write and refine a personal resume.
TH.4.18
Prepare a picture for a portfolio or resume
							 headshot.
Connecting
TH.4.19
Research and describe appropriate historical
							 production designs, techniques and performances from various cultures to assist
							 in making artistic choices for theatre or electronic media productions.
TH.4.20
Apply integrated designs using several arts and/or
							 media in theatre and electronic media productions.
TH.4.21
Construct personal meanings from non-traditional
							 dramatic performances.
TH.4.22
Seek to establish personal connections to
							 multi-cultural dramatic performances.
TH.4.23
Examine their place as a theatre artist in the
							 context of the local and global community.