Arts and Hum… · Web viewLivingston County Curriculum Document. SUBJECT: Band , Choir, Chamber...

Livingston County Curriculum Document

SUBJECT: Band , Choir, Chamber Singers Grade:9-12

Big Idea: Structure in the ArtsUnderstanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.

Academic Expectations1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.1.13 Students make sense of ideas and communicate ideas with the visual arts.1.14 Students make sense of ideas and communicate ideas with music.1.15 Students make sense of and communicate ideas with movement.2.23 Students analyze their own and others' artistic products and performances using accepted standards.

Big Idea: Humanity in the ArtsThe arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place, and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings, and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts.

Academic Expectations2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such

as languages, literature, and history.2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

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Big Idea: Purposes for Creating the ArtsThe arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature, and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations, and commemorations. Additionally, they are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society.

Academic Expectations1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.1.13 Students make sense of ideas and communicate ideas with the visual arts.1.14 Students make sense of ideas and communicate ideas with music.1.15 Students make sense of and communicate ideas with movement.2.22 Students create works of art and make presentations to convey a point of view.2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Big Idea: Processes in the ArtsThere are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings, or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression.

Academic Expectations1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.1.13 Students make sense of ideas and communicate ideas with the visual arts.1.14 Students make sense of ideas and communicate ideas with music.1.15 Students make sense of and communicate ideas with movement.2.22 Students create works of art and make presentations to convey a point of view.2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.

Big Idea: Interrelationships Among the ArtsThe arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of the arts as a mirror of human kind.

Academic Expectations1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.1.13 Students make sense of ideas and communicate ideas with the visual arts.1.14 Students make sense of ideas and communicate ideas with music.1.15 Students make sense of and communicate ideas with movement.

2.22 Students create works of art and make presentations to convey a point of view.2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such

as languages, literature, and history.2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Duration(amount of

time)Core Content

4.1 (DOK)

Program of Studies (POS)

Skills and Concepts

Essential Questions Critical Vocabulary Introduced (I)

Reinforced ( R)

Mastered (M)

Assessments(Include dates for GRADE,

GMADE and Thinklink

testing

Resources(Include

field trips and books required to

be read)

Renaissance

Week 1 and 2

August

AH-HS-1.1.1Students will analyze or evaluate the use of elements of music in musical compositions. AH-HS-1.2.1Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating and performing. AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography.

AH-HS-PA-S-DT2Students will use knowledge of elements of drama to:

create and perform dramatic works in an expressive manner

describe and critique their own performances and the performances of others

AH-HS-PA-S-

1. Renaissance 2. Who is Palestrina?3. Baroque4. Who is J.S. Bach?

Renaissance1. Identify style and

technique of Renaissance dance?

2. What are some characteristics of Renaissance dance?

3. Identify style and technique of Baroque dance?

4. What are characteristics of dance from the Romantic period?

5. What are characteristics of Modern dance?

1. Identify important choreographers throughout history.

1. What are the historical

Court DancesBaroque-Louis XIV

PolyphonyCounterpointFugue

OratorioSocial Dance

Shakespearean andElizabethan TheatreSatire

Romanesque architectureGothic Architecture

Domes atrium houses Leonardo da Vinci Michelangelo Raphael Caravaggio Rembrandt, Humanism Machiavelli Capitalism Christopher

Columbus De Gama

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The Creative Impulse

www.prenhall.com/sporre

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http://www.prenhall.com/sporre



AH-HS-1.3.1Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works. AH-HS-1.4.1Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. AH-HS-1.4.2Students will analyze or evaluate the use of media and art processes in creating artworks. AH-HS-2.1.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in music. AH-HS-2.2.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. AH-HS-2.3.1Students will analyze or evaluate

DT3Students will use a variety of resources (e.g., research, peers, technology) to:

write, refine, and record dialogue, monologues, and action

explore jobs/careers (e.g., playwright, director, actor) and skills associated with dramatic arts (theater, dramatic media)

AH-HS-PA-S-DT4Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes, make-up)

periods of theatre?1. What are the

characteristics of Renaissance Art?

1. What are the characteristics of the European influence on dance?

Magellan

Monarchy De Medicis Hapsburghs Romanovs Line of Demarcation Reformation Christian Humanism Martin Luther and 95

thesis King Henry VIII and

the Church of England

Huguenots Depth Perspective Barrel Vault Vanishing Point Massaccio – Fra Angelico- Botticelli- Mantegna DaVinci- Sfumato Michelangelo Raphael Titian Mannerism: Bronzino Parmigianino Bosch Bruegal the Elder- Durer Grunewald Alterdorfer Clouet Donatello Ghiberti Michelangelo-

how factors such as time, place and ideas are reflected in drama. AH-HS-2.4.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. AH-HS-3.1.1Students will explain how music fulfills a variety of purposes. AH-HS-3.2.1Students will explain how dance fulfills a variety of purposes.

AH-HS-3.3.1

Students will explain how drama/theatre fulfills a variety of purposes.

AH-HS-3.4.1

Students will explain how art fulfills a variety of purposes.

AH-HS-4.1.1

Students will create

AH-HS-PA-S-DT5Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way

Brunelleschi Bramante Lescot Palladino- Machiavelli Sottie Proscenium Set

Design Comedia dell’ Arte Motet Organum Mass Madrigal Word (Text) Painting Dynamics Homophony Da Palestrina Acapella Four Part Harmony- Soprano Alto Tenor Bass Mummery Pageant Courtly Dances Ballet Gutenberg

and notate music.

AH-HS-4.1.2

Students will improvise rhythmic and/or melodic embellishments and variations on given melodies.

AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by reading basic music notation (with practice). AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by reading basic music

AH-HS-4.3.1Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing, Performance- acting)

Students AH-HS-4.2.5Students will identify skills and training for a variety of careers related to dance.will perform social, recreational and artistic dances from

various historical periods and cultures.

Week 3 and 4

August - September

AH-HS-1.1.1Students will analyze or evaluate the use of elements of music in musical compositions. AH-HS-1.2.1Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to

AH-HS-PA-S-VA2Students will use knowledge of the elements and principles of art and art terminology to:

create expressive artworks

5. Who is J.S. Bach?6. Who is Handel?7. What does Baroque

Mean?8. What is Ballet?9. Identify style and

technique of Baroque dance?

10. What are the technical elements of drama?

11. What are the characteristics of Baroque Art?

Fugue Oratorio Theme & Variation Rondo Baroque Scenery Sound Lights Makeup Props Costumes Design Shakespearean and

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AH-HS-4.3.1

Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing, Performance- acting)

AH-HS-4.3.2

Students will identify skills and training necessary for a variety of careers related to drama.




communicate ideas and feelings through creating and performing. AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography. AH-HS-1.3.1Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works. AH-HS-1.4.1Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. AH-HS-1.4.2Students will analyze or evaluate the use of media and art processes in creating artworks. AH-HS-2.1.1Students will analyze or evaluate how factors such as time, place and

describe and critique their own work creations and the creations of others (e.g., how the communication of ideas relates to media, techniques, or processes used)

AH-HS-PA-S-VA3Students will identify and apply criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest, technical quality)AH-HS-PA-S-VA4Students will demonstrate behavior appropriate for observing the particular context and style of the

Elizabethan Theatre Satire Melodrama Raphael Caravaggio Rembrandt, Age of Science: Francis Bacon – Galileo Galilei – Johannes Kepler – Rene Decartes Isaac Newton Council of Trent Thirty Years War St. Bartholomew’s

Day Dramatic Ornamentation Ornate- Realism Verisimilitude El Greco Rubens Poussin Van Ruisdael Vermeer Chiaroscuro Bernini Puget Coysevox Palace of Versailles Shakespeare French Neo Classic Corneille Moliere Key Temperament Fugue Suite Concerto Concerto Grosso

ideas are reflected in music. AH-HS-2.2.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. AH-HS-2.3.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. AH-HS-2.4.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. AH-HS-3.1.1Students will explain how music fulfills a variety of purposes. AH-HS-3.2.1Students will explain how dance fulfills a variety of purposes.

AH-HS-3.3.1


artwork being viewed; discuss opinions with peers in a supportive and constructive way

AH-HS-PA-S-VA5Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)AH-HS-IAA-S-1 explain common terms and concepts used in various arts (e.g., tempo in dance and music)

AH-HS-IAA-S-2Students will analyze and explain how ideas and emotions expressed in one art form (e.g. theatre) are similar or different to ideas

Orchestral concerto Solo concerto Program music Absolute music Ritornello form Sonata Cantata Alberti bass Harpsichord Buxtehude Scarlatti Handel J.S. Bach Opera Lully Monteverdi L’orfeo Academie Royale

Dance Courtly Dance

AH-HS-3.4.1


AH-HS-4.1.1

Students will create and notate music.

AH-HS-4.1.2



AH-HS-4.3.1

and emotions expressed another art form (e.g. dance)

AH-HS-IAA-S-3Students will interpret and explain communication of common universal themes or ideas across different art forms; compare and explain connections between and among different art forms from the same culture, the same stylistic period, or the same time period

AH-HS-IAA-S-4Students will explain commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a


Students AH-HS-

4.2.5Students will identify skills and training for a variety of careers related to dance.will perform social, recreational and artistic dances from various historical periods and cultures.

healthy lifestyle, fractions in music notation and math, composing music and writing)

AH-HS-IAA-S-5Students will communicate common meaning through creating and performing in the arts

Classical

Week 5 and 6

AH-HS-1.1.1Students will analyze or evaluate the use of elements

Students will use appropriate terminology to analyze and

12. What are the characteristics of Classical Music?

13. Who is Haydn?

Homophonic Sonata Concerto Opera

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AH-HS-4.3.1


AH-HS-4.3.2


September of music in musical compositions. AH-HS-1.2.1Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating and performing. AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography. AH-HS-1.3.1Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works. AH-HS-1.4.1Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. AH-HS-1.4.2Students will

evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)

AH-HS-SA-S-Mu2Students will apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others

AH-HS-SA-S-Mu3Students will listen to and analyze how changing different elements results in different musical effects

AH-HS-SA-S-Mu4Students will recognize, describe, and compare various

14. Who is Mozart?15. Who is Beethoven (the

bridge between the classical and Romantic Periods)?

16. What is Opera?17. What are the

characteristics of the European influence on dance?

18. What are the Literary elements of drama?

19. What are the performance elements of drama?

20. What is Neo-Classicism/

Enlightenment?

Golden age of Ballet Fokine

Script Plot Structures Suspense Theme Setting Language Monologue Dialogue Empathy Acting Character

motivation and analysis

Speaking Breath Control Projection Vocal Expression Diction Non-verbal

Expression Gestures Body Alignment Facial Expression Character Blocking

and Movement Stage Directions Jefferson David Romanticism Constable Goya Realism Courbet THE

ENLIGHTENMENT (CLASSICAL AGE) -AMERICAN

REVOLUTION

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analyze or evaluate the use of media and art processes in creating artworks. AH-HS-2.1.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in music. AH-HS-2.2.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. AH-HS-2.3.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. AH-HS-2.4.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. AH-HS-3.1.1Students will explain how music fulfills a variety of purposes. AH-HS-3.2.1Students will explain how dance fulfills a variety of

styles of music (rondo, theme and variation, opera – overture, aria, recitative, movements of a classical symphony)

High School Skills and Concepts, DanceAH-HS-SA-S-Da1Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of dance (space, time, force)

AH-HS-SA-S-Da2Students will apply elements of dance and principles of movement (e.g., balance, initiation of movement, weight shift) to:

expressively create and perform a range of patterns of

JAMES WATT STEAM ENGINE

BENJAMIN FRANKLIN

FRENCH REVOLUTION

PHILOSOPHY KANT VOLTAIRE LAISSEZ FAIRE HUMANITARIANIS

M VISUAL ART ROCOCO STYLE WATTEAU BOUCHER HOGARTH GAINSBOROUGH CHARDIN PORTRAITURE STILL LIFE SCULPTURE FALCONET CLODION CANOVA Beggars Opera -ENPFINDSAMER

STIL F.J. HAYDN MOZART BEETHOVEN

(SYMPHONIES 1-5) CLASSICAL

SONATA FORM Symphony EXPOSITION DEVELOPMENT RECAPITULATION PROGRAMMATIC TRIO MINUET -CORPS DE

purposes.

AH-HS-3.3.1


AH-HS-3.4.1


AH-HS-4.1.1


AH-HS-4.1.2


AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by reading basic music notation (with practice).

movement

analyze and evaluate the use of choreographic forms in dance. (theme and variation, rondo, narrative)

analyze and describe how themes in dances and styles of dance communicate ideas and feelings

identify and explain characteristics of dance styles (ballet, tap, jazz, modern)

AH-HS-SA-S-Da3

BALLET CAMARGO MARIE SALE BALLET D’ACTION DIDELOT

AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by reading basic music

AH-HS-4.3.1Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing, Performance- acting)

Students AH-HS-4.2.5Students will identify skills and training for a variety of careers related to dance.will perform social, re

Students will describe and analyze the relationships between and among music, cos High School Skills and Concepts - Drama/TheatreAH-HS-SA-S-DT1Students will use appropriate terminology to analyze and evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works

AH-HS-SA-S-DT2Students will use the elements of drama to:

expressively create and perform dramatic works

explain how technical elements (staging, scenery,

creational and artistic dances from various historical periods and cultures.

props, costumes, make-up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood, believable characters, and advance the message being communicated

AH-HS-SA-S-DT3Students will use print and non-print sources to explore and evaluate a variety of dramatic works (e.g., theater and dramatic media – film, television, electronic media)tumes, lighting,

AH-HS-4.3.1


AH-HS-4.3.2


props/scenery, and choreographyHigh School Skills and Concepts - Drama/TheatreAH-HS-SA-S-DT1Students will use appropriate terminology to analyze and evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works



explain how technical elements (staging, scenery, props, costumes, make-up,

lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood, believable characters, and advance the message being communicated

AH-HS-HA-S-Mu1Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classi

cal,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)

AH-HS-HA-S-Mu2Students will listen to, perform, and classify music representing a variety of world cultures and historical/style periods

AH-HS-HA-S-Mu3Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture

AH-HS-HA-S-Mu4

Students will examine music from various time periods and explain how the influence of time and place are reflected in the musicHigh School Skills and Concepts - DanceAH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)

AH-HS-HA-S-Da2Students will observe, classify, and perform dance representing a variety of world

cultures and historical/style periods

AH-HS-HA-S-Da3Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture

AH-HS-HA-S-Da4Students will examine dance from various time periods and explain how the influence of time and place are reflected in the dance

High School Skills and Concepts - Drama/TheatreAH-HS-HA-S-DT1Students will

describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a variety of world cultures (Japanese, American) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)

AH-HS-HA-S-DT2Students will observe, classify, and perform dramatic works representing a variety of world cultures and historical/style periods

AH-HS-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or

blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture

AH-HS-HA-S-DT4Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them

AH-HS-HA-S-DT5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in dramas and characteristics of theater from different cultures or time periodsHigh School Skills and Concepts - Visual ArtsAH-HS-HA-S-

VA1Students will describe, analyze, and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)

AH-HS-HA-S-VA2Students will observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical/style periods

AH-HS-HA-S-VA3Students will

examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture

AH-HS-HA-S-VA4Students will examine visual artworks from various time periods and explain the influence of time and place are reflected in them

AH-HS-HA-S-VA5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in artworks from different cultures or time periods

High School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and explain purposes for which dance is created (ceremonial, recreational, artistic expression)AH-HS-HA-S-Mu1

Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)


AH-HS-HA-S-Mu3Students will examine music from various

world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture

AH-HS-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the musicHigh School Skills and Concepts - DanceAH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance,

Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)

AH-HS-HA-S-Da2Students will observe, classify, and perform dance representing a variety of world cultures and historical/style periods


AH-HS-HA-S-Da4Students will examine dance

from various time periods and explain how the influence of time and place are reflected in the dance

High School Skills and Concepts - Drama/TheatreAH-HS-HA-S-DT1Students will describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a variety of world cultures (Japanese, American) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)

AH-HS-HA-S-DT2Students will observe, classify, and perform dramatic works representing a variety of world

cultures and historical/style periods

AH-HS-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture


AH-HS-HA-S-DT5Students will use print and non-print sources to

explore, describe, and interpret universal themes, characterization, and situations in dramas and characteristics of theater from different cultures or time periodsHigh School Skills and Concepts - Visual ArtsAH-HS-HA-S-VA1Students will describe, analyze, and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)

AH-HS-HA-S-

VA2Students will observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical/style periods

AH-HS-HA-S-VA3Students will examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture

AH-HS-HA-S-VA4Students will examine visual artworks from various time periods and explain the influence of time and place are

reflected in them

AH-HS-HA-S-VA5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in artworks from different cultures or time periodsHigh School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and

Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and explain purposes for which dance is created (ceremonial, recreational, artistic expression)AH-HS-PCA-S-VA1Students will compare, interpret, and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional)AH-HS-PCA-S-VA2Students will create new, select, choose and experience artworks created to fulfill a variety of specific purposesAH-HS-PA-S-Mu4Students will use knowledge of the elements of music and music

terminology to describe and critique their own performances and the performances of othersAH-HS-PA-S-Mu5Students will identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest, technical accuracy)

AH-HS-PA-S-Mu6Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive wayAH-HS-PA-S-Da2Students will demonstrate appropriate alignment, strength, and

flexibility while performing dance movementAH-HS-PA-S-Da4Students will identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest)

AH-HS-PA-S-Da5Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way

Romantic

Week 7-8September and October

AH-HS-1.1.1Students will analyze or evaluate the use of elements of music in musical compositions. AH-HS-1.2.1Students will analyze or evaluate how choreographers

Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre,

21. What is Opera?22. Who is Tchaikovsky

and Ballet?

23. Who is Wagner?24. Impressionist25. Who is Debussy?26. Who is Ravel?27. How was Symbolism

used in the music of

- Opera- Cycle- SymbolismBalanchine Metric rhythm Motif symbols Movement Romantic Manet Impressionism

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and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating and performing. AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography. AH-HS-1.3.1Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works. AH-HS-1.4.1Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. AH-HS-1.4.2Students will analyze or evaluate the use of media and art processes in creating artworks. AH-HS-2.1.1Students will

dynamics)

AH-HS-SA-S-Mu2Students will apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others


AH-HS-SA-S-Mu4Students will recognize, describe, and compare various styles of music (rondo, theme and variation, opera – overture, aria, recitative, movements of a

the impressionist period?

28. What are characteristics of dance from the Romantic period?

29. What are the characteristics ofImpressionistic Art?

Post-Impressionism Monet American Civil War French Revolution Industrial Revolution Communism Karl Marx Telegraph and

Telephone Photographic process Napoleonic Wars Darwin Idealism Materialism Patronage French School Ingres Gericault De Goya Delacroix Turner Bonheur Corot John Nash Barry & Welby Paxton Queen Victoria Popularism Grand Scale Historical Accuracy American Theatre Melodrama Albeniz Berlioz Bizet Borodin Brahms Chopin Debussy Dvor ak Elgar

analyze or evaluate how factors such as time, place and ideas are reflected in music. AH-HS-2.2.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. AH-HS-2.3.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. AH-HS-2.4.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. AH-HS-3.1.1Students will explain how music fulfills a variety of purposes. AH-HS-3.2.1Students will explain how dance fulfills a variety of purposes.

AH-HS-3.3.1

Students will explain how

classical symphony)

High School Skills and Concepts, DanceAH-HS-SA-S-Da1Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of dance (space, time, force)


expressively create and perform a range of patterns of movement

analyze and evaluate the use of

Faure Glinka Gounod Grieg Liszt Massenet Mendelssohn Mussorgsky Offenbach Paganini Puccini/

Rachmaninoff/ Ravel Rimsky-Korsakov Saint-Saens Schubert Schumann J.Strauss Sr Tchaikovsky Verdi Wagner Weber Lieder Piano Works Idee fix Gosamtkunstwerk Leitmotif Dance Ballet The Art of Dancing Marie Sallee Social dancing Folk

drama/theatre fulfills a variety of purposes.

AH-HS-3.4.1


AH-HS-4.1.1


AH-HS-4.1.2


AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by reading basic music notation (with practice). AH-HS-4.1.3 Students will sing or perform on instruments, alone or with others, by

choreographic forms in dance. (theme and variation, rondo, narrative)



AH-HS-SA-S-Da3Students will describe and analyze the relationships between and among music, cos

reading basic music

AH-HS-4.3.1Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing,

Performance- acting)

Students AH-HS-4.2.5Students will identify skills and training for a variety of careers related to dance.will perform social, recreational and artistic dances from various historical periods and cultures.

High School Skills and Concepts - Drama/TheatreAH-HS-SA-S-DT1Students will use appropriate terminology to analyze and evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works



explain how technical elements (staging, scenery, props, costumes, make-up, lighting, sound)

AH-HS-4.3.1


AH-HS-4.3.2


and performance elements (acting, speaking, nonverbal expression) create mood, believable characters, and advance the message being communicated

AH-HS-SA-S-DT3Students will use print and non-print sources to explore and evaluate a variety of dramatic works (e.g., theater and dramatic media – film, television, electronic media)tumes, lighting, props/scenery, and choreographyHigh School Skills and Concepts - Drama/Theatre

AH-HS-SA-S-DT1Students will use appropriate terminology to analyze and evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works



explain how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements

(acting, speaking, nonverbal expression) create mood, believable characters, and advance the message being communicated

AH-HS-HA-S-Mu1Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary;

American: Modern and Contemporary)



AH-HS-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time

and place are reflected in the musicHigh School Skills and Concepts - DanceAH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)


AH-HS-HA-S-Da3

Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture


High School Skills and Concepts - Drama/TheatreAH-HS-HA-S-DT1Students will describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a

variety of world cultures (Japanese, American) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)


AH-HS-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly

influenced society or culture


AH-HS-HA-S-DT5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in dramas and characteristics of theater from different cultures or time periodsHigh School Skills and Concepts - Visual ArtsAH-HS-HA-S-VA1Students will describe, analyze, and evaluate distinguishing characteristics of

visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)


AH-HS-HA-S-VA3Students will examine visual artworks from various world cultures and explain how artworks reflect

the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture


AH-HS-HA-S-VA5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in artworks from different cultures or time periodsHigh School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will

compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and explain purposes for which dance is created (ceremonial, recreational, artistic expression)AH-HS-HA-S-Mu1Students will describe, analyze and evaluate distinguishing characteristics of music

representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)


AH-HS-HA-S-Mu3Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of

cultures; use examples to illustrate how music has directly influenced society or culture

AH-HS-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the musicHigh School Skills and Concepts - DanceAH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and

Contemporary)



AH-HS-HA-S-Da4Students will examine dance from various time periods and explain how the influence of time and place are reflected in the

dance

High School Skills and Concepts - Drama/TheatreAH-HS-HA-S-DT1Students will describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a variety of world cultures (Japanese, American) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)


AH-HS-HA-S-DT3

Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture


AH-HS-HA-S-DT5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in dramas and

characteristics of theater from different cultures or time periodsHigh School Skills and Concepts - Visual ArtsAH-HS-HA-S-VA1Students will describe, analyze, and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)

AH-HS-HA-S-VA2Students will observe, classify, and create visual art according to styles and

processes used in a variety of world cultures and historical/style periods



AH-HS-HA-S-VA5Students will use print and non-

print sources to explore, describe, and interpret universal themes, characterization, and situations in artworks from different cultures or time periodsHigh School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and

explain purposes for which dance is created (ceremonial, recreational, artistic expression)AH-HS-PCA-S-VA1Students will compare, interpret, and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional)AH-HS-PCA-S-VA2Students will create new, select, choose and experience artworks created to fulfill a variety of specific purposesAH-HS-PA-S-Mu4Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others

AH-HS-PA-S-Mu5Students will identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest, technical accuracy)

AH-HS-PA-S-Mu6Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive wayAH-HS-PA-S-Da2Students will demonstrate appropriate alignment, strength, and flexibility while performing dance movementAH-HS-PA-S-Da4Students will

identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest)


OctoberWeek 9-10

Modern

AH-HS-1.1.1Students will analyze or evaluate the use of elements of music in musical compositions. AH-HS-1.2.1Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating

Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)

AH-HS-SA-S-Mu2Students will apply the elements

1. . What are the Characteristics of modern/contemporary music?2. Who is Stravinsky and how is he associated with ballet?

American Culture1. How did African and Latin American influence American music?2. Who was George Gershwin?3. Who was Aaron Copland?4. Who is Duke Ellington?5. What is jazz? 6. What is modern

Jazz Folk Rock and Roll Pop Improvisation Stylized Movement Freedom in

Movement Early American

Dance Martha Graham Alvin Ailey Folk Social Dance Metric rhythm Motif symbols

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- Projects-Unit Tests-Online quizzes-Book quizzes-Final



I –Tunes




and performing. AH-HS-1.2.2 Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography. AH-HS-1.3.1Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works. AH-HS-1.4.1Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. AH-HS-1.4.2Students will analyze or evaluate the use of media and art processes in creating artworks. AH-HS-2.1.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in music. AH-HS-2.2.1

of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others


AH-HS-SA-S-Mu4Students will recognize, describe, and compare various styles of music (rondo, theme and variation, opera – overture, aria, recitative, movements of a classical symphony)

High School Skills and Concepts, Dance

dance?7. What are the influences of American Culture on dance?8. Identify important choreographers throughout history.9. What are the historical periods of theatre?10. What are the characteristics and movements in American Theatre?11. What is Modern/ Contemporary Art?12. What are the characteristics of American Art?

Movement Non-locomotor Personal space Qualities Henrik Ibson George Bernard Shaw Relationships Tennessee Williams Arthur Miller Musical Theater Cassatt Rodin van Gogh Picasso Dali Warhol O’Keeffe Lange Wright Minimalism Abstract Minimalism Abstract Realism Courbet Millet Daumier Manet Monet Morisot Impressionism Pigments Renoir Rodin – sculpture Seurat Cezanne Gauguin Duchamp Boccioni Beckman Kadinsky

Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. AH-HS-2.3.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. AH-HS-2.4.1Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. AH-HS-3.1.1Students will explain how music fulfills a variety of purposes. AH-HS-3.2.1Students will explain how dance fulfills a variety of purposes.

AH-HS-3.3.1


AH-HS-3.4.1

AH-HS-SA-S-Da1Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of dance (space, time, force)


expressively create and perform a range of patterns of movement

analyze and evaluate the use of choreographic forms in dance. (theme and

Matisse Burnham Sullivan Gaudi Malevich Mondrian Ernst De Chirico Dada Surrealism Davis Wood Douglas Rivera Bracusi Lipchitz African and Primitive

Influences Adams High Rises Woolworth’s

Building Pollock Kooning Rothko Lichtenstein Frankenthaler Pop Art Oldengerg Op Art Vasarely Hard Edge Stella Abstract Sculpture Kosuth Noguchi Hepworth Calder Found and Junk

Sculpture


AH-HS-4.1.1


AH-HS-4.1.2



AH-HS-4.3.1Students will create and perform using

variation, rondo, narrative)



AH-HS-SA-S-Da3Students will describe and analyze the relationships between and among music, cos High School Skills and Concepts - Drama/TheatreAH-HS-SA-S-DT1

Giacometti Environmental Ephemeral Smith Dubuffet Smithson Light Art Claude Chryssa Clemente Neo – Expressionism Installations Pfaff Benglis Video art Paik Marshall Tansey Julie Roberts Rothenberg Political Art Saar Bunshaft Rohe and Johnson Corbusier Fuller Marne-la-Vallee Graves Piano and Rogers Pelli Ibsen G.B. Shaw Chekhov Maeterlinck Griffith Chaplin Pathe Porter Lumiere Bros. Toller Strindberg

elements of drama. (Literary - script writing, Technical - designing and directing, Performance- acting)

Students AH-HS-4.2.5

Students will identify skills and training for a variety of careers related to dance.will perform social, recreational and artistic dances from various historical periods and cultures.

Students will use appropriate terminology to analyze and evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works



explain how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking,

Brecht Epic Expressionistic Absurd Pirandello Camus Beckett Ionesco Performance Art Rose Anderson Social Theatre Miller Broadway Minimalism Expressionist Ravel 12 tone tone row Stravinsky Schoenberg Traditionalist Prokofiev Hindemith Bartok Serial Music Ives Copland Aleatoric Cage 4’33” Music Actuelle Pluralism American Hymnody African Influence Jazz Folk Influence Rock Minimalism Abstract Modern Dance –

AH-HS-4.3.1


AH-HS-4.3.2


nonverbal expression) create mood, believable characters, and advance the message being communicated

AH-HS-SA-S-DT3Students will use print and non-print sources to explore and evaluate a variety of dramatic works (e.g., theater and dramatic media – film, television, electronic media)tumes, lighting, props/scenery, and choreographyHigh School Skills and Concepts - Drama/TheatreAH-HS-SA-S-DT1Students will use appropriate terminology to analyze and

Martha Graham

evaluate the use of elements of drama (literary, technical, performance) in a variety of dramatic works



explain how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create

mood, believable characters, and advance the message being communicated

AH-HS-HA-S-Mu1Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)

AH-HS-HA-S-Mu2

Students will listen to, perform, and classify music representing a variety of world cultures and historical/style periods


AH-HS-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the musicHigh School Skills and Concepts - Dance

AH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)


AH-HS-HA-S-Da3Students will examine dance from various world cultures and explain how dance reflects the

culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture


High School Skills and Concepts - Drama/TheatreAH-HS-HA-S-DT1Students will describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a variety of world cultures (Japanese, American) and historical/style periods

(European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)


AH-HS-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture

AH-HS-HA-S-DT4Students will

examine dramatic works from various time periods and explain how the influence of time and place are reflected in them

AH-HS-HA-S-DT5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in dramas and characteristics of theater from different cultures or time periodsHigh School Skills and Concepts - Visual ArtsAH-HS-HA-S-VA1Students will describe, analyze, and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and

Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)


AH-HS-HA-S-VA3Students will examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how

artworks have directly influenced society or culture


AH-HS-HA-S-VA5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in artworks from different cultures or time periodsHigh School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial,

recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and explain purposes for which dance is created (ceremonial, recreational, artistic expression)AH-HS-HA-S-Mu1Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European:

Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)



AH-HS-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the musicHigh School Skills and Concepts - DanceAH-HS-HA-S-Da1Students will describe, analyze, and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)

AH-HS-HA-S-Da2Students will observe, classify,

and perform dance representing a variety of world cultures and historical/style periods



High School Skills and Concepts - Drama/Theatre

AH-HS-HA-S-DT1Students will describe, analyze, and evaluate distinguishing characteristics of dramatic works representing a variety of world cultures (Japanese, American) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)


AH-HS-HA-S-DT3Students will examine dramatic works from various world cultures and explain how

dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture


AH-HS-HA-S-DT5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in dramas and characteristics of theater from different cultures or time periodsHigh School Skills and

Concepts - Visual ArtsAH-HS-HA-S-VA1Students will describe, analyze, and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)




AH-HS-HA-S-VA5Students will use print and non-print sources to explore, describe, and interpret universal themes, characterization, and situations in

artworks from different cultures or time periodsHigh School Skills and Concepts - MusicAH-HS-PCA-S-Mu1Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposesHigh School Skills and Concepts - DanceAH-HS-PCA-S-Da1Students will compare, interpret, and explain purposes for which dance is created (ceremonial, recreational, artistic

expression)AH-HS-PCA-S-VA1Students will compare, interpret, and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional)AH-HS-PCA-S-VA2Students will create new, select, choose and experience artworks created to fulfill a variety of specific purposesAH-HS-PA-S-Mu4Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of othersAH-HS-PA-S-Mu5Students will identify and apply criteria for evaluating music

(e.g., skill of performers, originality, emotional impact, variety, interest, technical accuracy)

AH-HS-PA-S-Mu6Students will demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive wayAH-HS-PA-S-Da2Students will demonstrate appropriate alignment, strength, and flexibility while performing dance movementAH-HS-PA-S-Da4Students will identify and apply criteria for evaluating dance (e.g., skill of performers, originality,

emotional impact, variety, interest)


Arts and Hum… · Web viewLivingston County Curriculum Document. SUBJECT: Band , Choir, Chamber...

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Transcript of Arts and Hum… · Web viewLivingston County Curriculum Document. SUBJECT: Band , Choir, Chamber...