Spreadsheet: 51f27580-91f5-418d-a67e-0242f0d6de4d
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Arts, Audio/Video Technology and Communications | Unnamed: 1 | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5
Pathway:  Performing Arts
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC01.01 | Dance | #3: Introduction to the Performing Arts and Related Careers | Demonstrate an awareness of the arts in various cultures. | Articulate the characteristics of various arts from past and/or present cultures. | Explain the arts from past and present cultures.
 |  |  |  |  | Exhibit the arts from the medieval period.
 |  |  |  |  | Exhibit the arts from the 20th century.
 |  |  |  | Analyze the origin and evolution of the arts. | Illustrate how the arts originated and evolved.
 |  |  |  |  | Analyze the origin of the arts.
 |  |  |  |  | Analyze the evolution of the arts.
 |  |  |  |  | Analyze cultural venues in the arts.
 |  |  |  | Analyze similar themes and their various cultural interpretations. | Compare the theme of revenge through various cultural interpretations.
 |  |  |  |  | Compare a love theme from various cultural perspectives and interpretations.
ARPC01.02 | Dance | #3: Introduction to the Performing Arts and Related Careers | Compare and contrast the roles of creators, performers, and others involved in the production and presentation of the performing arts. | Define the roles of creators, performers, and others involved in the production and presentation of the arts. | Identify the roles of creators, performers and others involved in the production and presentation of the arts.
 |  |  |  |  | Compare the role of a creator with that of a performer.
 |  |  |  |  | Compare the role of a performer with that of the technical design crew.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Define what factors could affect the roles of creators, performers and others in the production and presentation of the arts. | Analyze examples of how current and future national and international events could affect the roles of creators, performers and others involved.
 |  |  |  |  | Analyze how financial support could affect the roles of creators, performers, and others.
 |  |  |  |  | Evaluate how various community mores might affect the roles of creators, performers and others.
 |  |  |  |  | Analyze how community involvement could affect the roles of creators, performers, and others involved.
ARPC01.03 | Dance | #4: Dance Movements | Analyze basic movement content in dance. | Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements. | Demonstrate specific dance movements showing the importance of using appropriate skeletal alignment in dance.
 |  |  |  |  | Demonstrate various examples differentiating body-art articulation.
 |  |  |  |  | Illustrate exercises that build strength, flexibility, agility, and coordination in locomotor axial movements.
 |  |  |  |  | Illustrate exercises that build strength, flexibility, agility and coordination in non-locomotor axial movements.
 |  |  |  |  | Demonstrate body projection while performing dance skills.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate rhythm. | Apply an ability to listen and distinguish rhythm patterns in music.
 |  |  |  |  | Apply various rhythm patterns to basic dance movements.
 |  |  |  |  | Practice basic dance movements using proper tempo and pace.
 |  |  |  |  | Demonstrate the ability to keep rhythm, tempo, and pace in a dance movement.
 |  |  |  | Create and perform combinations and variations in a broad dynamic range. | Apply an understanding of basic dance combinations using appropriate movements.
 |  |  |  |  | Apply variations of rondo, round, and contemporary forms.
 |  |  |  |  | Demonstrate an understanding of basic dance combinations and variations using appropriate movements.
 |  |  |  |  | [NAME] techniques through self-evaluation and correction.
 |  |  |  | Demonstrate use of space through movement and interaction in space. | Demonstrate use of personal, interactional, and environmental space.
 |  |  |  |  | Illustrate uses of space in terms of solo, duet, and group performance.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC01.04 | Dance | #9: Dance | Demonstrate complex steps and patterns from various dance styles and traditions. | Demonstrate choreographic principles, processes, and structures. | Define choreographic principles, processes, and structures.
 |  |  |  |  | Apply principles of contrast and transition.
 |  |  |  |  | Apply processes of reordering and chance.
 |  |  |  |  | Demonstrate processes of improvisation.
 |  |  |  |  | Demonstrate structures or forms of AB, ABA, canon, call and response, and narrative.
 |  |  |  | Apply techniques required for partner and ensemble performances. | Demonstrate partner/ensemble copying, leading, and following.
 |  |  |  |  | Perform as a partner or in an ensemble an understanding of complementary and contrasting shapes.
 |  |  |  |  | Demonstrate partner/ensemble taking and supporting weight.
 |  |  |  | Evaluate an original work. | Develop an original work.
 |  |  |  |  | Demonstrate a high level of consistency and reliability in performing technical skills.
 |  |  |  |  | Perform technical skills with artistic expression demonstrating clarity, rhythm, and stylistic nuance.
 |  |  |  |  | [NAME] an original work.
 |  |  |  |  | Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC02.01 | Music | #10: Music | Demonstrate, both alone and with others, vocal or instrumental performance that includes a varied repertoire of music. | Recognize melodies, variations, and accompaniments. | Identify harmonizing parts.
 |  |  |  |  | Identify rhythmic and melodic variations on given pentatonic melodies and those in major and minor keys.
 |  |  |  |  | Identify original melodies over given chord progressions, each in a consistent style, meter, and tonality.
 |  |  |  | Demonstrate the ability to recognize and/or read musical symbols. | Demonstrate the ability to perform both alone and with others music notational symbols.
 |  |  |  |  | Demonstrate the ability to perform music vocabulary in a varied repertoire of music.
 |  |  |  |  | Demonstrate the ability to perform musical compositions, sing or perform on instruments, in a varied repertoire of music.
 |  |  |  | Demonstrate the ability to realize instrumental or vocal music. | Perform vocal or instrumental music with creative expression.
 |  |  |  | Utilize and distinguish the elements of music in a given work. | Identify the theme, the key, tempo, and mood in a given work.
 |  |  |  |  | Listen to a given work distinguishing the elements of music.
 |  |  |  |  | Play or vocalize a given work utilizing an understanding of the elements of music it encompasses.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC02.02 | Music | #10: Music | Analyze aural examples of various repertoires of music representing diverse styles, cultures and historical periods. | Recognize music from historical periods. | Demonstrate knowledge of musical styles that represent specific historical periods and cultures.
 |  |  |  |  | Describe unique characteristics of music used for different purposes in cultures throughout history.
 |  |  |  |  | Listen to known composers and their repertoire, which represents specific historical periods and their emotional messages.
 |  |  |  | Articulate the characteristics of various forms of music from past and/or present cultures. | Demonstrate an expanded vocabulary when responding to the expressive qualities of different pieces of music.
 |  |  |  |  | Identify commonalties and differences between different pieces of music from diverse cultures.
 |  |  |  | Compare ways in which the same musical elements are used in different styles of music. | Identify musical styles from different cultures.
 |  |  |  |  | Compare and contrast the stylistic elements of music from different cultures.
 |  |  |  |  | Describe the function of music within different cultures.
ARPC02.03 | Music | #5: Theory of Music | Demonstrate knowledge of music theory. | Demonstrate knowledge of the timbre in arranging and composing music. | Identify compositions with a wide range of sound sources.
 |  |  |  |  | Identify the sound sources in a music arrangement.
 |  |  |  |  | Identify the usage of sound sources when arranging music.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate knowledge of musical expression. | Identify the elements of music that produce an expressive effect.
 |  |  |  |  | Perform the range of expressive effects and artistic expressions through vocal and instrumental music.
 |  |  |  |  | Practice using intuitive reactions experienced in vocal and instrumental music for expressive effect.
 |  |  |  | Demonstrate technical skills in arranging and composing music. | Compose a simple musical composition that applies the technical skills.
 |  |  |  |  | Analyze more complex compositions using the technical skills achieved.
 |  |  |  | Demonstrate an understanding of improvisational music. | Compare theory-based and performance-based music.
ARPC03.01 | Theatre and Playwriting | #6: Theater and [NAME] | Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various styles and media. | Demonstrate the physical dimensions of character in dramatic texts from various styles and media. | Perform different physical attributes that a character may possess.
 |  |  |  |  | Perform different vocal attributes that a character may possess.
 |  |  |  |  | Explore a variety of physical charactistics associated with different theatrical styles.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate the emotional dimensions of characters in dramatic texts utilizing different styles in various media. | Identify different emotional dimensions of characters found in dramatic texts from various styles and media.
 |  |  |  |  | Demonstrate examples of the emotional dimensions of characters found in dramatic texts from various styles and media.
 |  |  |  |  | Analyze the differences in playing various characters and their emotional dimensions.
 |  |  |  | Demonstrate the social context of characters found in dramatic texts from various styles and media. | Identify different social context of character relationships, class, and societal situations found in dramatic texts from various styles and media.
 |  |  |  |  | Identify different social context in terms of place, period of set, and time of writing, found in dramatic texts from various styles and media.
 |  |  |  | Create characters consistent with a variety of styles, including classical, contemporary, and realistic/non-realistic dramatic texts in informal/formal theatre, film, television, or electronic media productions. | Describe characters consistent with a variety of styles.
 |  |  |  |  | Perform characters demonstrating a variety of styles.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC03.02 | Theatre and Playwriting | #11: Theater | Demonstrate acting technique. | Recognize various classical and contemporary acting techniques. | Identify classical or contemporary acting techniques.
 |  |  |  |  | Perform both classical and contemporary acting techniques.
 |  |  |  | Create and sustain characters using appropriate styles and techniques. | Perform a scene where the actor creates and sustains a character.
 |  |  |  |  | Demonstrate the professional characteristics needed as an actor to achieve an ensemble in rehearsal and performance.
ARPC03.03 | Theatre and Playwriting | #11: Theater | Compare and contrast the roles of playwrights, actors, and others involved in the production and presentation of the performing arts. | Demonstrate and utilize the technical aspects of theater properties from the perspective of the playwright and actor. | Identify the technical aspects of theater properties from the perspective of the playwright and actor.
 |  |  |  |  | Illustrate visual examples of theater properties from a musical performance.
ARPC03.04 | Theatre and Playwriting | #11: Theater | Demonstrate the ability to write stage, film, television, or electronic media scripts in a variety of traditional and current formats. | Demonstrate the ability to write stage scripts in a variety of traditional and current formats. | Identify structural elements for a stage script in a traditional or current format.
 |  |  |  |  | Create a stage script in a traditional or current format.
 |  |  |  | Demonstrate the ability to write film scripts in a variety of traditional and current formats. | Identify structural elements for a film script in a traditional or current format.
 |  |  |  |  | Create a film script in a traditional or current format.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate the ability to write television scripts in a variety of traditional and current formats. | Identify structural elements for a television script in a traditional or current format.
 |  |  |  |  | Create a television script in a traditional or current format.
 |  |  |  | Demonstrate the ability to write electronic media scripts in a variety of traditional and current formats. | Identify structural elements for an electronic media script in a traditional or current format.
 |  |  |  |  | Create an electronic media script in a traditional or current format.
 |  |  |  |  | Research the social, psychological, technical and legal issues pertinent to developing a program for an electronic media script in a traditional or current format.
ARPC03.05 | Theatre and Playwriting | #11: Theater | Demonstrate knowledge of commercial aspects of performing arts. | Identify the commercial aspects of performing arts. | Illustrate the commercial aspects available in the audio and video recording industries.
 |  |  |  |  | Illustrate the commercial aspects available in live stage and theater productions.
 |  |  |  |  | Illustrate the commercial aspects available in playwriting.
 |  |  |  | Interpret the commercial aspects of the performing arts. | Demonstrate how the commercial aspects of music, dance and choreography are interrelated.
 |  |  |  |  | Demonstrate how the commercial aspects of musical and theatrical productions evolved.
 |  |  |  |  | Demonstrate the commercial aspects involved in creating a modern production.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Analyze how the commercial aspects of the arts have evolved regarding audience demographics, marketing campaigns, wages and other areas. | Apply examples showing how the commercial aspects of the performing arts can evolve.
 |  |  |  |  | Compare the commercial aspects of the arts industry historically.
ARPC04.01 | Technical Design and Production: Sound, Stage Sets, Lighting, Costumes, Hair and Make-up | #8: Technical Design and Production | Analyze how technical design (lighting, sound, costumes, make-up, etc.) contributes to performance. | Demonstrate how costuming conveys the mood, character, historical context, and social status of a character. | Explain how costume color, fabric, and design convey mood, character, historical context, and social status of characters.
 |  |  |  |  | Create costuming that conveys character.
 |  |  |  |  | Create costuming that conveys the mood and historical context.
 |  |  |  |  | Create costuming that conveys the social status of characters.
 |  |  |  | Demonstrate how stage lighting affects mood, historical context, and character. | Identify how lighting affects mood, historical context, and character in a scene.
 |  |  |  |  | Create lighting techniques to affect mood, historical context, and character.
ARPC04.02 | Technical Design and Production: Sound, Stage Sets, Lighting, Costumes, Hair and Make-up | #8: Technical Design and Production | Research past and present production stage sets, costumes, lighting, and other effects that support a performance. | Interpret cultural and historical eras in theater. | Compare how stage sets, costumes, lighting and other effects support cultural interpretations.
 |  |  |  |  | Analyze the similarities and differences between cultural and historical periods through theatrical design.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Compare similar themes and how they have been interpreted in different cultures. | Analyze similar themes and how they have been interpreted in different cultures.
 |  |  |  |  | Compare similar themes and their treatment in different cultures and in various informal settings.
ARPC04.03 | Technical Design and Production: Sound, Stage Sets, Lighting, Costumes, Hair and Make-up | #8: Technical Design and Production | Demonstrate how technology reinforces, enhances, or alters performances. | Analyze productions to determine how technology reinforces, enhances or alters performances. | Compare and contrast productions to show how technology alters or enhances performances.
ARPC04.04 | Technical Design and Production: Sound, Stage Sets, Lighting, Costumes, Hair and Make-up | #8: Technical Design and Production | Analyze how artistic processes, organizational structure, and business principles are interrelated in the various arts. | Analyze artistic processes, organizational structure, and business principles as they relate to the arts. | Define elements as they relate to the arts.
 |  |  |  |  | Analyze artistic processes.
 |  |  |  |  | Analyze organizational and business principles.
 |  |  |  | Compare how artistic processes, organizational structure, and business principles are used in the performing arts. | Design an organizational chart outlining the technical design and production crew for a play versus an opera.
 |  |  |  |  | Compare the artistic process of a musical conductor versus a soloist in preparation for a concert.
 |  |  |  |  | Compare how period research relates to various performing arts venues, such as musical interpretation, playwriting, and stage design.
 |  |  |  |  | Analyze the dissimilar areas of performing arts relative to artistic processes, venues and organizational structures.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
ARPC04.05 | Technical Design and Production: Sound, Stage Sets, Lighting, Costumes, Hair and Make-up | #12: Stage and Production Management | Analyze stage and production management. | Identify and apply knowledge of stage management and organization. | Identify the organizational chart for a stage management team.
 |  |  |  |  | Identify the technical crew in an organizational chart for a professional versus a community theater production.
 |  |  |  |  | Apply knowledge of stage management and organization for a play.
 |  |  |  |  | Apply knowledge of stage management and organization in selecting stage set designs for a musical performance.
 |  |  |  | Identify and apply theatrical terms relative to technical design and production. | Identify industry terminology for theatrical lighting, costuming, scenery, hair, make-up, and properties.
 |  |  |  |  | Demonstrate knowledge of technical design and production terminology.
 |  |  |  |  | Apply theatrical terminology in developing technical design and production aspects for a play.
 |  |  |  |  | Evaluate how theater productions have benefited from stage crews knowledgeable of technical design and production.
 |  |  |  | Demonstrate the ability to work within a theatrical production. | Demonstrate understanding of the role of the technical crew prior to and during production.
 |  |  |  |  | Identify responsibilities of technical crew in various styles of production.
 |  |  |  |  | Demonstrate working successfully with performers before final dress rehearsal.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate artistic discipline to achieve an ensemble in rehearsal and performance. | Describe personal characteristics that promote success from an ensemble in rehearsal and performance.
 |  |  |  |  | Describe the steps needed to achieve optimal artistic discipline from an ensemble rehearsal and performance.
 |  |  |  |  | Demonstrate the responsibility and professionalism needed as a member of an ensemble in rehearsal and performance.