DOCUMENT RESUME ED 380 312 TITLE INSTITUTION PUB DATE … · ED 380 312 TITLE INSTITUTION PUB DATE...
130
ED 380 312 TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS DOCUMENT RESUME SO 023 900 Wyoming Arts: An Education Plan for Visual Arts, Dance, Music, Theatre, Literary Arts. Wyoming State Dept. of Education, Cheyenne. 93 244p. Chapter 2 Coordinator, Wyoming Department of Education, Hathaway Building, Second Floor, 2330 Capitol Avenue, Cheyenne, WY 82002-0050. Guides Classroom Use Teaching Guides (For Teacher) (052) MF01/PC10 Plus Postage. *Art Education; *Curriculum Development; *Dance; Elementary Secondary Education; Interdisciplinary Approach; *Literature Appreciation; *Music; Music Education; Special Education; State Curriculum Guides; Theater Arts; *Visual Arts IDENTIFIERS *Wyoming ABSTRACT This document presents guidelines to assist educators in the state of Wyoming to develop performance based outcome objectives for the performing and literary arts. An introductory passage argues that art can promote the development of such basic skills as communication, discipline, and analytical thinking, while also promoting the general quality of life and the future view of contemporary society. The document also suggests that the arts can be an important part of special education, by reinforcing, following up on, and supplementing basic instruction. For grades K-12 there is a call for instruction for all students in the areas of visual arts, dance, music, theater, and the literary arts. Individual sections on each of the arts include detailed appendices. (SG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Transcript of DOCUMENT RESUME ED 380 312 TITLE INSTITUTION PUB DATE … · ED 380 312 TITLE INSTITUTION PUB DATE...
ED 380 312
TITLE
INSTITUTIONPUB DATENOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
SO 023 900
Wyoming Arts: An Education Plan for Visual Arts,Dance, Music, Theatre, Literary Arts.Wyoming State Dept. of Education, Cheyenne.93244p.
Chapter 2 Coordinator, Wyoming Department ofEducation, Hathaway Building, Second Floor, 2330Capitol Avenue, Cheyenne, WY 82002-0050.Guides Classroom Use Teaching Guides (ForTeacher) (052)
MF01/PC10 Plus Postage.*Art Education; *Curriculum Development; *Dance;Elementary Secondary Education; InterdisciplinaryApproach; *Literature Appreciation; *Music; MusicEducation; Special Education; State CurriculumGuides; Theater Arts; *Visual Arts
IDENTIFIERS *Wyoming
ABSTRACTThis document presents guidelines to assist educators
in the state of Wyoming to develop performance based outcomeobjectives for the performing and literary arts. An introductorypassage argues that art can promote the development of such basicskills as communication, discipline, and analytical thinking, whilealso promoting the general quality of life and the future view ofcontemporary society. The document also suggests that the arts can bean important part of special education, by reinforcing, following upon, and supplementing basic instruction. For grades K-12 there is acall for instruction for all students in the areas of visual arts,dance, music, theater, and the literary arts. Individual sections oneach of the arts include detailed appendices. (SG)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
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OW
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DG
EM
EN
TS
WY
OM
ING
AR
TS
CO
UN
CIL
.Jo
hn G
. Coe
, Exe
cutiv
e D
irec
tor
WY
OM
ING
DE
PAR
TM
EN
T O
F E
DU
CA
TIO
ND
iana
J. O
hman
, Sup
erin
tend
ent o
f Pu
blic
Ins
truc
tion
STA
TE
BO
AR
D O
F E
DU
CA
TIO
NJo
hn A
ndri
kopo
ulos
How
ard
Bro
kaw
Judy
Cam
pbel
lL
ynn
Dic
key
Loi
s D
ista
dE
lizab
eth
Fiel
d
Car
olyn
n H
awtin
Jack
Ive
rson
Jay
Lyo
nL
ynn
"Cor
ky"
Mes
seng
erN
edal
yn T
esto
lin
Thi
s br
ochu
re w
as p
rint
ed a
nd d
istr
ibut
edw
ith C
hapt
er 2
fun
ds b
y:W
yom
ing
Dep
artm
ent o
f E
duca
tion
Hat
haw
ay B
uild
ing,
Sec
ond
Floo
r23
00 C
apito
l Ave
nue
Che
yenn
e, W
Y 8
2002
-006
0
The
Wyo
min
g D
epar
tmen
t of
Edu
catio
n he
reby
not
ifie
s al
lpa
rtic
ipan
ts, e
mpl
oyee
s, a
nd p
oten
tial e
mpl
oyee
s th
at it
doe
s no
tdi
scri
min
ate
on th
e ba
sis
of s
ex o
r ha
ndic
appi
ng c
ondi
tion
inad
mis
sion
or
acce
ss to
, or
trea
tmen
t or
empl
oym
ent i
n an
y of
its
prog
ram
s
or a
ctiv
ities
; tha
t it d
oes
notd
iscr
imin
ate
on th
e ba
sis
of r
ace,
col
or, n
atio
nal o
rigi
n, o
r ag
e in
pro
gram
san
d ac
tiviti
es r
ecei
ving
fed
eral
or s
tate
fin
anci
al a
ssis
tanc
e.
Cop
ies
of th
is b
roch
ure
may
be
obta
ined
by
calli
ng th
eD
epar
tmen
t of
Edu
catio
n C
hapt
er 2
Coo
rdin
ator
at (
307)
777
-622
6 or
the
Art
s C
ounc
il
Edu
catio
n C
oord
inat
or a
t (30
7) 7
77-7
742.
5
MIS
SIO
N S
TA
TE
ME
NT
The
art
s en
hanc
e se
lf-e
stee
m, p
rom
ote
unde
rsta
ndin
g of
sel
fan
d en
cour
age
lifel
ong
lear
ning
.
The
Wyo
min
g A
rts
Edu
catio
n Pl
an is
inte
nded
to p
rovi
de a
roa
d m
ap f
orqu
ality
seq
uent
ial a
rts
educ
atio
n fo
r al
l stu
dent
s. T
he p
lan
aids
in th
ede
velo
pmen
t of
a co
mm
on c
ore
of k
now
ledg
e in
aes
thet
ics,
cri
ticis
m,
hist
ory
and
prod
uctio
n. T
he p
lan
prov
ides
for
a c
omm
on c
ore
of s
kills
in
prob
lem
sol
ving
, com
mun
icat
ions
, cri
tical
thin
king
and
cre
ativ
ity.
67
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
m11
Ack
now
ledg
emen
tsT
his
docu
men
t cam
e to
geth
er b
ecau
se o
fth
e ha
rd w
ork
and
long
hou
rs d
edic
ated
by
the
stee
ring
com
mitt
ee a
nd ta
sk f
orce
com
mitt
ee m
embe
rs. O
ur h
eart
felt
than
ks to
each
one
and
to th
eirs
choo
l dis
tric
ts a
nd o
ther
empl
oyer
s w
hich
allo
wed
them
to a
ttend
eac
hw
orki
ng s
essi
on.
Spec
ial t
hank
s go
to th
e N
icol
ayse
n A
rtM
useu
m s
taff
in C
aspe
r fo
r pr
ovid
ing
spac
e,co
pyin
g m
achi
nes
and
nour
ishm
ent f
or m
ost
of th
e m
eetin
gs.
Abo
ve a
ll ou
r th
anks
go
to th
e pa
rent
s,te
ache
rs, a
dmin
istr
ator
s, a
rtis
ts a
nd o
ther
com
mun
ity m
embe
rs w
ho in
spir
ed a
ll of
us
atth
e C
ounc
il, th
e W
yom
ing
Alli
ance
for
Art
sE
duca
tion,
and
the
Stat
e D
epar
tmen
t of
Edu
catio
n to
dev
elop
this
d o
cum
ent.
We
hope
and
expe
ct to
he?
T f
rom
you
soo
n on
fut
ure
dire
ctio
ns!
The
fol
low
ingp
eopl
eser
ved
on th
este
erin
gco
mm
it te
e an
d th
e va
riou
s ta
sk f
orce
com
ittee
s:
8
Stee
ring
Com
mitt
ee M
embe
rs:
Joy
Com
stoc
k, C
ody
Lai
rd J
enki
ns, B
urlin
gton
Cin
dy K
aelb
erer
, Cod
yJo
hn L
yttle
, Che
yenn
eA
rlin
da M
cLau
ghlin
, Pin
edal
eSh
aron
Mer
scha
t, C
aspe
rL
ynn
New
man
, Che
yenn
eD
r. G
ary
Ren
der,
Lar
amie
Bar
bara
Sag
e, F
t. W
asha
kie
Kat
hy S
hiro
ki, C
aspe
rT
om S
muc
ker,
Lar
amie
Mar
gare
t Sta
lder
, Lar
amie
Wad
e W
ard,
Whe
atla
nd
Vis
ual A
rts
Tas
k Fo
rce:
Ann
Arn
dt, C
lear
mon
tW
endy
Bre
deho
ft, W
heat
land
Wen
dy C
onno
r, J
acks
onL
inda
Joh
nson
, LaG
rang
eC
a m
i Kes
seni
ch, E
vans
ton
John
Lyt
tle, C
heye
nne
Pat L
a W
E'S
, Che
yenn
eD
.J. K
omin
sky,
Kem
mer
erSh
aron
Mer
scha
t, C
aspe
rL
ynn
New
man
, Che
yenn
eK
athy
Shi
roki
, Cas
per
Dr.
Tom
Sm
ucke
r, L
aram
ieM
aria
nne
Vin
ich,
Hud
son
Wad
e W
ard,
Whe
atla
nd
Dan
ce T
ask
Forc
e:
Lau
ra F
a m
bro
Coo
k, P
owel
lJe
an D
alto
n, R
ock
Spri
ngs
Alta
Hill
, Ft.
Was
haki
eD
r. C
ynth
ia H
owel
l, C
heye
nne
Cin
dy K
aelb
erer
, Cod
yD
eird
re M
acD
onal
d, R
ock
Spri
ngs
Mar
gie
Ma
ines
, Lar
amie
Lis
a M
orga
n, J
acks
onC
olle
en A
ltaff
er S
mith
, Roc
k Sp
ring
sM
arga
ret S
tald
er, L
aram
ieJe
nnif
er S
toes
z; L
aram
iePa
tric
ia T
ate-
Can
tera
, Lar
amie
9
AC
KN
OW
LED
GE
ME
NT
S
Mus
ic T
ask
Forc
e:
Dr.
Gor
don
Chi
lds,
Lar
amie
Mar
y B
eth
Jone
s, C
aspe
rM
ike
Mas
ters
on, P
owel
lE
ugen
e Z
enze
n, L
aram
ieR
obin
Ste
in, C
aspe
r
The
atre
Tas
k Fo
rce:
Dr.
Gla
dys
Cra
ne, L
aram
ieT
om E
mpy
, Cas
per
Bec
ky F
uchs
, Cas
per
Ala
n K
elle
r, R
ock
Spri
ngs
Lar
ry M
oore
, Raw
lins
Dia
ne P
anoz
zo, C
heye
nne
Bill
y Sm
ith, R
ock
Spri
ngs
Lin
da T
horn
, Jac
kson
Lite
rary
Art
s T
ask
Forc
e:
Dou
g B
lack
, Che
yenn
eB
urt B
radl
y, P
owel
lB
ecky
Fuc
hs, C
aspe
rN
oree
n H
ealy
, She
rida
nL
aird
Jen
kins
, Bur
lingt
onR
ick
Kem
pa, R
ock
Spri
ngs
Nan
cy L
eini
us, C
heye
nne
Pegg
y Pr
ugh,
Jac
kson
Ros
emar
y Pa
lmer
, Roc
k Sp
ring
sC
hery
l Ols
en-Q
uinl
an, C
aspe
rJe
rry
Wils
on, B
ig P
iney
Wyo
min
g A
rts
Cou
ncil
Pers
onne
l:
Wen
dy B
rede
hoft
: Art
s in
Edu
catio
n Pr
ogra
mM
anag
erL
aure
n G
rim
m: A
rts
Proj
ects
Coo
rdin
ator
Dr.
Cyn
thia
How
ell:
Art
s E
duca
tion
Con
sulta
nt/E
dito
rL
ynn
New
man
: Art
s E
duca
tion
Con
sulta
nt
Wyo
min
g St
ate
Dep
artm
ent
of E
duca
tion
Pers
onne
l:
Nan
cy L
eini
us:
Edu
catio
n Pr
ogra
ms
Con
sulta
ntL
inda
Sto
wer
s: S
choo
l Im
prov
emen
t Uni
tD
irec
tor
Lay
- ou
t/Des
ign:
Don
Sch
mid
t: D
on W
arfi
eld
Com
mun
icat
ions
,G
illet
te
Art
wor
k in
this
pub
licat
ion
was
sub
mitt
ed b
yL
aram
ie C
ount
y Sc
hool
Dis
tric
t No.
1.
The
fol
low
ing
stat
eand
nat
iona
l cu
rric
ulum
gui
des
wer
e us
ed a
s ex
z,m
ples
and
res
ourc
es in
the
deve
lopm
ent o
f th
e W
yom
ing
guid
es:
Ari
zona
: Ess
entia
l Ski
lls G
uide
sC
alif
orni
a: V
isu
al a
nd
Perf
orm
ing
Art
s Fr
amew
ork
Min
neso
ta: M
odel
Lea
rner
Out
com
es f
or A
rtE
duca
tion
Mon
tana
:Com
mun
icat
ion
Art
Cur
ricu
lum
Mod
elT
exas
: Art
Edu
catio
n: P
lann
ing
for
Tea
chin
g an
dle
arni
ngM
usic
Edu
cato
rs N
atio
nal C
onfe
renc
e (M
EN
C):
The
Sch
ool M
usic
Pro
gram
: Des
crip
tion
and
Stan
dard
sN
atio
nal D
ance
Ass
ocia
tion
(ND
A):
Dan
ceC
urri
cula
Gui
delin
es
Thi
s pu
blic
atio
n w
as p
repa
red,
pub
lishe
d an
d di
strib
uted
by th
eW
yom
ing
Art
s C
ounc
il an
d th
e W
yom
ing
Dep
artm
ent o
fE
duca
tion.
Fun
ding
sou
rces
incl
ude
the
Nat
iona
l End
owm
ent
for
the
Art
s, th
e N
atio
nal A
llian
ce fo
r A
rts
Edu
catio
n in
part
ners
hip
with
the
Wyo
min
g A
llian
ce fo
r A
rts
Edu
catio
n, a
ndC
hapt
er T
wo
of th
e E
lem
enta
ry a
nd S
econ
dary
Edu
catio
n A
ct.
The
iVyo
min
g D
epar
tmen
t of E
duca
tion
here
by n
otifi
es a
llpa
rtic
ipan
ts,e
mpl
oyec
s an
d po
tent
ial e
mpl
oyee
s th
at it
does
not
disc
rimin
ate
on th
e ba
sis
of s
ex o
r ha
ndic
appi
ng c
ondi
tion
inad
mis
sion
or
acce
ss tu
, or
trea
tmen
t or
empl
oym
ent i
n an
y of
its
prog
ram
s or
act
iviti
es; t
hat i
t doe
s no
t dis
crim
inat
e on
the
basi
sof
rac
e, c
olor
, nat
iona
l orig
in o
r ag
e in
pro
gram
s an
d ac
tiviti
esre
ceiv
ing
fede
ral o
r st
ate
finan
cial
ass
ista
nce.
VV
ymni
ns A
rts
Ldu
catio
n 01
,01
than
11Ill
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mIV
Intr
oduc
tion
The
Nee
d fo
r A
rts
Cur
ricul
um
In r
espo
nse
to s
ever
al s
tate
and
nat
iona
lin
itiat
ives
, a n
umbe
r of
edu
cato
rs in
the
stat
e of
Wyo
min
g, in
con
junc
tion
with
the
Wyo
min
g A
rts
Cou
ncil,
the
Wyo
min
g D
epar
tmen
t of E
duca
tion
and
the
Wyo
min
g A
llian
ce fo
r A
rts
Edu
catio
n,de
term
ined
that
gui
delin
es w
ere
need
ed in
the
visu
al, p
erfo
rmin
g an
d lit
erar
y ar
ts to
ass
ist
colle
ague
s w
ith th
e ta
sk o
f dev
elop
ing
perf
orm
ance
-bas
ed o
utco
me
obje
ctiv
es.
In 1
990,
theS
tate
Boa
rd
of E
duca
tion
man
date
d
that
eac
h W
yom
ing
scho
ol d
istr
ict d
evel
opst
uden
t per
form
ance
sta
ndar
ds o
r ou
tcom
esar
ound
a c
omm
on c
ore
of s
kills
and
a c
omm
onco
re o
f kno
wle
dge.
The
Fin
e A
rts
and
Per
form
ing
Art
s ar
e id
entif
ied
as a
n in
tegr
al p
art
of th
eco
mm
on c
ore
of k
now
ledg
e sk
ills,
and
cre
ativ
ityan
d lif
e sk
ills
are
amon
g th
e si
x co
mm
on c
ore
ofsk
ills
area
s in
thes
e st
anda
rds.
Sec
tion
10 r
eads
:
(a)
Eac
h sc
hool
sha
ll ad
opt d
istr
ict s
tude
ntpe
rfor
man
ce s
tand
ards
and
site
-spe
cific
stu
dent
perf
orm
ance
sta
ndar
ds.
12
Add
ition
ally
, the
sta
te le
gisl
atur
e, in
Enr
olle
d A
ct50
, Sec
tion
5 (ii
) re
quire
s:
"Est
ablis
hmen
t of a
cor
e cu
rric
ulum
dev
elop
ing
basi
c le
amin
ganc
l thi
nkin
g sk
ills
and
mai
nten
ance
of a
cur
ricul
um a
vaila
ble
to a
ll st
uden
ts w
hich
e.nc
oura
gess
tude
ntst
opur
sue
trad
ition
al, t
echn
ical
or v
ocat
iona
l pos
t-se
cond
ary
educ
atio
nal
oppo
rtun
ities
and
trai
ns th
em fo
r em
ploy
men
t in
a hi
ghly
tech
nica
l and
glo
bal e
cono
my.
"
Art
Equ
als
Bas
ic S
kills
Art
has
alw
ays
had
a pl
ace
in o
ur s
choo
ls, b
utno
w r
esea
rch
has
show
n th
at a
rts
educ
atio
n is
criti
cal t
o le
arni
ng, t
o so
ciet
y, a
nd to
the
futu
re o
fth
e gl
obal
com
mun
ity.
Our
wor
ld h
as b
ecom
e in
crea
sing
lyco
mpl
icat
ed.
Com
mun
icat
ions
are
now
inst
anta
neou
s an
d un
iver
sal,
mor
e in
tric
ate
than
ever
bef
ore.
Sci
ence
, gov
ernm
ent,
indu
stry
,co
mm
unity
, and
sch
ool l
eade
rs a
re fi
ndin
g th
atol
d fo
rmul
as n
o lo
nger
sol
ve to
day'
s pr
oble
ms.
How
can
we
com
e up
with
fres
h ap
proa
ches
and
inve
ntiv
e so
lutio
ns?
We
need
a g
ener
atio
n th
at
can
atta
ck p
robl
ems
crea
tivel
y -
with
imag
inat
ion
and
initi
ativ
e. W
e m
ust e
nsur
e th
at s
tude
nts
can
deal
with
this
new
com
plex
ity.
Com
mun
icat
ion
Ski
lls:
A p
rimar
y m
issi
on o
f art
s ed
ucat
ion
is to
teac
h ef
fect
ive
com
mun
icat
ion.
And
beca
use
art
is c
omm
unic
atio
n, a
rts
educ
atio
n pr
ovid
es m
ore
tool
s fo
rex
chan
ging
info
rmat
ion
than
any
oth
erfie
ld o
f stu
dy.
Dis
cipl
ine: T
he s
tudy
of a
rt fo
ster
s se
lf- d
isci
plin
e,es
sent
ial
to e
duca
tiona
lsu
cces
s,sa
tisfa
ctor
y em
ploy
men
t, an
d pe
rson
algr
owth
. A s
tude
nt w
ho c
a ..i
nder
stan
d a
dem
andi
ng c
once
pt in
art
is h
ound
to b
ea
life-
long
lear
ner
able
to v
igor
ousl
yad
dres
s ch
alle
nge.
Ana
lytic
al T
hink
ing:
Cre
ativ
ity a
nd c
ritic
al th
inki
ng a
refu
ndam
enta
l to
arts
edu
catio
n. S
tude
nts
who
rec
eive
qua
lity
arts
inst
ruct
ion
will
mas
ter
skill
s to
sol
ve to
day'
s di
fficu
ltpr
oble
ms.
13
INT
RO
DU
CT
ION
Qua
lity
of L
ife:
The
art
s ha
ve a
pro
foun
d in
fluen
ce o
nan
indi
vidu
al's
abi
lity
to li
ve r
ichl
y an
dfu
lly, g
ivin
g us
a v
ehic
le fo
r se
lf-ex
pres
sion
, ins
pirin
g ou
r im
agin
atio
nsan
d re
new
ing
our
enth
usia
sm.
The
Fut
ure: Nea
rly e
very
thin
g w
e kn
ow o
f ear
th's
earli
est c
ivili
zatio
ns h
as c
ome
to u
sth
roug
h th
e ar
ts. T
he q
ualit
y of
our
mod
ern
civi
lizat
ion
will
he
mea
sure
d by
the
qual
ity o
f our
con
tem
pora
ry a
rtis
ticex
pres
sion
thec
ultu
ral h
eri t
age
we
leav
e.H
ow w
ill w
e be
vie
wed
?
Art
Equ
als
Edu
catio
n
Wha
t are
forw
a rd
-look
ing
scho
ols
doin
g? N
owth
at w
e kn
ow a
rts
are
at th
e co
re o
f lea
rnin
g its
elf,
publ
ic s
choo
ls th
roug
hout
the
coun
try
a re
mak
ing
prof
ound
cha
nges
in th
e w
ay it
's ta
ught
.
itegr
a te
d A
ppro
ache
s:C
onfr
ontin
g ar
ts p
robl
ems
deve
lops
criti
cal t
hink
ing
skill
s.T
each
ers
have
disc
over
ed th
at s
tude
nts
lear
n m
ore,
and
reta
in it
mor
e ef
fect
ivel
y, w
hen
art i
sin
tegr
ated
with
oth
er a
cade
mic
sub
ject
s,re
flect
ing
mat
h an
d sc
ienc
e co
ncep
ts, t
heco
urse
of h
isto
ry a
nd th
e de
velo
pmen
tof
our
soc
iety
, and
them
es in
lite
ratu
re.
Seq
uent
ial C
urric
ulum
:A
rts
educ
atio
n is
bec
omin
g a
basi
cco
mpo
nent
of t
he s
tand
ard
curr
icul
umfo
r st
uden
ts in
gra
des
K-1
2. S
tate
s ar
ede
sign
ing
sequ
entia
l and
com
preh
ensi
vear
ts p
rogr
ams
to in
clud
ea c
aref
ul b
alan
ceam
ong
hist
ory,
aes
thet
ics,
ski
lls, a
ndpr
oduc
tion
expe
rienc
es. T
hese
pro
gram
spr
ovid
e no
t onl
y a
sens
e of
civ
iliza
tion'
spr
ogre
ss b
ut, a
dditi
onal
ly, f
oste
rco
mm
unic
atio
n sk
ills.
Tea
cher
Tra
inin
g:M
ost e
lem
enta
ry s
choo
l tea
cher
s ha
veha
d lit
tle tr
aini
ng in
the
arts
, and
man
yst
uden
ts h
ave
little
exp
osur
e to
art
ssp
ecia
lists
. Whe
n th
erea
re
spec
ialis
ts in
a
scho
ol, t
heir
back
grou
nd is
ofte
n lim
ited
to m
usic
or v
isua
l art
s. T
here
's a
gro
win
g
awar
enes
s th
at m
ore
teac
hers
nee
d m
ore
expa
nded
art
s tr
aini
ng.
Exp
ande
d A
rts
Exp
erie
nces
:S
tudy
of t
he a
rts
is n
o lo
nger
con
fined
toth
e tr
aditi
onal
cla
ssro
om. A
rtis
ts a
rere
gard
ed a
s im
port
ant r
esou
rces
, and
are
freq
uent
ly in
vite
d to
per
form
for
stud
ents
,to
wor
k w
ith in
divi
dual
s an
d cl
asse
s,an
d to
par
ti ci
pate
in e
xten
ded
resi
denc
ies.
Cla
ss s
ite v
isits
to m
useu
ms,
thea
tres
and
othe
r ar
ts e
nviro
nmen
ts a
lso
occu
r.
Art
s R
equi
rem
ents
:S
choo
l sys
tem
s co
ncer
ned
abou
ted
ucat
ing
the
who
le c
hild
with
a w
ell-
roun
dedc
urric
ulum
incl
udes
tand
ards
inth
e ar
ts, r
equi
ring
that
art
be
taug
ht in
elem
enta
ry s
choo
ls, a
nd th
atar
t cre
dits
infin
e an
d pe
rfor
min
g ar
ts b
e re
quire
d fo
rhi
gh s
choo
l gra
duat
ion.
The
y're
esta
blis
hing
a c
ore
of s
ubje
ctco
nten
t,sc
opes
of s
kills
, and
sys
tem
s fo
r de
finin
gco
urse
obj
ectiv
es, p
erfo
rman
ce-b
ased
outc
omes
and
mea
ns o
f eva
luat
ing
mas
tery
.
Wyo
min
g A
rts
Edu
catio
n C
urri
cula
ni4
15
V
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
VI
INT
RO
DU
CT
ION
Fun
ding
and
Invo
lvem
ent:
Man
y sc
hool
dis
tric
ts a
re in
crea
sing
the
fund
s av
aila
ble
for
arts
inst
ruct
ion.
Par
ents
, art
ists
, art
s or
gani
zatio
ns,
busi
ness
es, a
nd s
tate
and
loca
l age
ncie
s-al
l of w
hom
incr
easi
ngly
rec
ogni
ze th
eva
lue
of th
e ar
tistic
pro
cess
-hav
e be
com
ead
voca
tes
for
incr
easi
ng s
ervi
ces
and
fund
ing.
The
Pur
pose
of t
hese
Gui
delin
es
'thes
e gu
idel
ines
hav
e be
en c
reat
ed to
ass
ist
scho
olsa
nd c
omm
uniti
es a
s th
ey w
ork
toge
ther
tode
velo
p st
uden
t per
form
ance
sta
ndar
ds o
rou
tcom
es. F
ive
sepa
rate
task
forc
es d
evot
ed lo
ngho
urs
to d
evel
opin
g ou
tcom
es-b
ased
obj
ectiv
esan
d re
sour
ce li
sts
in th
e ar
eas
of d
ance
, dra
ma,
mus
ic, v
isua
l and
lite
racy
art
s. T
his
publ
icat
ion,
whi
ch r
esul
ted
from
thei
r w
ork,
is in
tend
ed to
serv
e as
a g
uide
line
for
educ
ator
s th
roug
hout
the
stat
e as
they
wor
k to
acc
ompl
ish
thes
e go
als
and
16
ultim
atel
y im
prov
e th
e qu
ality
of i
nstr
uctio
n of
Wyo
min
g ed
ucat
ors
and
the
achi
evem
ent o
fW
yom
ing
stud
ents
.
Eac
h ta
sk fo
rce
has
desi
gned
a d
ocum
ent t
hat
is a
ppro
pria
te fo
r W
yom
ing
scho
ols.
In s
omec
ases
,th
e ta
sk fo
rces
bor
row
ed fr
om o
ther
sta
tes
whi
chha
ve a
lread
y un
derg
one
this
pla
nnin
g pr
oces
s. In
othe
rs, n
ew in
form
atio
n ha
s be
en p
rovi
ded.
In a
llin
stan
ces,
this
is in
form
atio
n to
rev
iew
and
ada
ptas
dis
tric
ts a
nd c
omm
uniti
es s
ee b
est.
We
have
incl
uded
man
y re
sour
ces
for
thos
e w
ho fe
el th
eyne
ed m
ore
info
rmat
ion.
Diff
eren
ces
of s
tyle
are
app
aren
t in
the
actu
alpr
esen
tatio
n of
the
info
rmat
ion.
Thi
sacc
omod
ates
the
vario
us s
tyle
s of
the
five
task
forc
es a
nd th
eir
resp
ectiv
e di
scip
lines
. Eac
h gr
oup
dete
rmin
edho
w it
wan
ted
to p
rese
nt r
espe
ctiv
e ou
tcom
esan
d re
sour
ces,
just
as
indi
vidu
al s
choo
ls w
ill d
o.
If yo
u ha
ve q
uest
ions
on
any
of th
is m
ater
ial,
feel
free
to c
alf t
he S
tate
Dep
artm
ent o
f Edu
catio
nor
the
Wyo
min
g A
rts
Cou
ncil.
If w
e ca
n't a
nsw
eryo
ur q
uest
ions
, we'
ll fin
d so
meo
ne w
ho c
an!
Fut
ure
Dire
ctio
ns
The
Wyo
min
g A
rts
Cou
ncil
and
the
Wyo
min
gA
llian
ce fo
r A
rts
Edu
catio
n w
ill p
rovi
de in
sery
ice
oppo
rtun
ities
for
scho
ols
that
wou
ld li
ke to
par
-tic
ipat
e in
han
ds-o
n se
ssio
ns w
ith ta
sk fo
rce
mem
bers
. Tea
cher
s w
ill h
ave
an o
ppor
tuni
ty to
wor
k th
eir
way
thro
ugh
a "m
ini-p
lann
ing"
pro
-ce
ss s
imila
r to
the
one
task
forc
e m
embe
rsun
dert
ook.
It's
an
oppo
rtun
ity fo
r ed
ucat
ors
tow
ork
spec
ifica
lly w
ith a
rts
educ
atio
n go
als
and
out-
com
es, w
ith a
dded
per
spec
tive
and
inpu
t di-
rect
ly fr
om th
e ta
sk fo
rce.
If y
our
dist
rict w
ould
like
to s
ched
ule
one
of th
ese
sess
ions
or
atte
ndon
e th
at is
occ
u rr
ing
near
by le
t us
know
. For
mor
e
info
rmat
ion
on th
ese
inse
rvic
e op
port
uniti
es c
on-
tact
the
Art
s in
Edu
catio
n P
rogr
am M
anag
er,
Wyo
min
g A
rts
Cou
ncil,
(30
7)77
7-77
42.
17
I
SP
EC
IAL
ED
UC
AT
ION
1. 8
Spe
cial
edu
catio
nT
he in
form
atio
n lis
ted
belo
w is
take
n fr
om A
rtE
duca
tion:
Pla
nnin
g fo
r T
each
ing
and
Lenr
ning
by th
eT
exas
Edu
catio
n A
genc
y.
Spe
cial
edu
catio
n in
stru
ctio
n ca
n re
info
rce,
follo
w-u
p, a
nd s
uppl
emen
t bas
ic in
stru
ctio
n. F
orex
ampl
e, th
e sp
ecia
l edu
catio
n te
ache
rcan
pro
vide
:
a lte
rnat
ive
met
hods
to p
rese
nt th
e co
nten
t to
he le
arne
d.
supp
ortiv
e in
stru
ctio
n an
d re
info
rcem
ent
usin
g th
e sa
me
mat
eria
ls a
s re
gula
r te
ache
rs.
spec
ial i
nstr
uctio
nal m
ater
ials
or
med
ia to
rein
forc
e co
ncep
ts p
rese
nted
in r
egul
ar c
lass
es.
adap
tive
met
hods
to a
sses
s a
stud
ent's
know
ledg
e of
the
art s
ubje
ct a
rea
or e
ssen
tial
elem
ents
in th
e re
gula
r cl
assr
oom
.
assi
stan
ce in
det
erm
inin
gand
dem
onst
ratin
gap
prop
riate
beh
avio
r in
the
regu
lar
clas
s-ro
om.
Tea
cher
s m
ay m
odify
cou
rse
cont
ent a
nd th
e
20W
yom
ing
Art
s E
duca
tion
Cur
ricul
um
met
hod
of d
eliv
ery
for
the
arts
in a
num
ber
ofw
ays:
ma
tchi
ng th
e co
nten
t and
del
iver
y w
ith th
ede
velo
pmen
tal l
evel
of t
he le
arne
r.
giv
ing
inst
ruct
ions
thro
ugh
seve
ral c
hann
els
such
asv
isua
l, w
ritte
n,an
d or
al d
emon
stra
tion.
repe
atin
g in
stru
ctio
ns; p
rovi
ding
mor
ede
taile
d di
rect
ions
.
sum
mar
izin
g ke
y po
ints
bef
ore
star
ting
anas
sign
men
t.
aski
ng le
adin
g qu
estio
ns a
s w
ork
prog
ress
es.
adju
stin
g th
e pa
ce w
hen
intr
oduc
ing
new
info
rmat
ion.
usin
gpro
gres
scha
rtsa
nd in
form
al in
divi
dual
feed
back
inte
rvie
ws.
usin
g ha
nds-
on a
ctiv
ities
and
phy
sica
las
sign
men
ts th
at d
evel
op a
nd r
einf
orce
indi
vidu
al c
apab
ilitie
s.
usin
g vi
sual
and
ora
l pre
sent
atio
ns, r
epor
ts,
and
proj
ects
.
esta
blis
hing
a b
uddy
sys
tem
with
in th
ecl
assr
oom
to p
rovi
de a
ssis
tanc
e.
usin
g pe
er tu
tors
to a
ssis
t han
dica
pped
stud
ents
.
usin
g gr
oup
assi
gnm
ents
.
usin
g ta
pe r
ecor
ded
text
book
s an
d al
low
ing
stud
ents
to li
sten
and
follo
w a
long
in th
ew
ritte
n te
xt; r
ecor
ding
inst
ruct
ions
and
assi
gnm
ents
.
usin
g ad
aptiv
e eq
uipm
ent a
nd fa
cilit
ies.
adju
stin
g tim
e re
quire
men
ts fo
r m
ater
ials
and
med
ia s
etup
, com
plet
ion
of w
ork,
and
clea
nup.
21P
age
1
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mPa
ge 2
22
Spe
cial
edu
catio
nM
usic
Rec
omm
enda
tions
and
Gui
delin
es
Legi
slat
ion
man
date
s th
at o
ur s
choo
ls h
ave
resp
onsi
bilit
y to
pro
vide
app
ropr
iate
lear
ning
envi
ronm
ents
for
all s
tude
nts,
incl
udin
g th
ose
who
are
soc
ially
cha
lleng
ed. M
usic
, as
a co
nten
tar
ea o
f the
tota
l cur
ricul
um,
prov
ides
stu
dent
sw
ith s
peci
fic m
usic
al fa
cts
and
skill
s as
wel
l as
lear
ning
exp
erie
nces
that
sup
port
and
str
engt
hen
othe
r ar
eas
of th
e cu
rric
ulum
. Eac
h sc
hool
mus
tse
e th
at m
usic
is a
vaila
ble
toits
phy
sica
llych
alle
nged
and
spe
cial
lear
ner
popu
latio
ns.
In m
any
case
s in
stru
ctio
n ca
n ta
ke p
lace
with
inth
e
regu
lar
clas
sroo
ms,
with
the
mus
ic te
ache
rad
aptin
g th
e ou
tcom
e ex
pect
atio
ns to
the
need
s of
the
child
. Thi
s do
es ta
ke ti
me
and
expe
rtis
e an
dal
l
dist
ricts
sho
uld
prov
ide
thei
r m
usic
edu
cato
rsw
ith o
ppor
tuni
ties
for
grow
th in
this
vita
l are
a.M
usic
, bec
ause
of i
ts m
u lti
sens
ory
appr
oach
, can
bean
ext
rem
ely
impo
rtan
t too
l in
the
educ
atio
nof
its s
peci
al p
opul
atio
ns.
Car
e m
ust b
e ta
ken
to in
sure
that
a p
rogr
amis
deve
lope
d th
at c
ombi
nes
both
mus
ic a
nd n
unm
usic
goa
ls. A
t no
time
shou
ld th
e m
usic
goal
s
beco
mr
subo
rdin
ate
to th
e no
n-m
usic
goal
s;id
eally
they
are
ach
ieve
d co
oper
ativ
ely.
If w
e be
lieve
that
mus
ic e
duca
tion
is e
ssen
tial t
o th
eed
ucat
ion
of a
ll ch
ildre
n, th
en w
e m
ust w
ork
very
ha r
d to
ens
ure
that
no
segm
ent o
f our
stu
dent
popu
latio
n is
left
out.
The
re m
ust b
e eq
ual
oppo
rtun
ity fo
r al
l pro
gram
s th
at a
re a
vaila
ble
toot
her
child
ren
(i.e.
gen
eral
mus
ic, i
nstr
umen
tal
less
ons,
per
form
ance
opp
ortu
nitie
s an
d cr
eativ
e
expr
essi
on).
The
cha
lleng
e lie
s in
the
mus
iced
ucat
ors
appr
oach
to e
ach
child
.M
usic
expe
rienc
es m
ust b
e ap
prop
riate
to th
e in
divi
dual
abili
ties
of e
ach
child
as
wel
l as
faith
ful t
o ac
cept
edm
usic
edu
catio
n go
als
for
all c
hild
ren.
Res
ourc
e pe
ople
in th
is a
rea:
Bar
bara
Mill
er51
1 G
arde
nia
Che
yenn
e, W
Y 8
2001
Rob
in S
tein
540
Sha
nnon
Driv
eC
aspe
r, W
Y 8
2609
23
VIS
UA
LA
RT
S
24
VIS
UA
LA
RT
S
,if
,-44
% -1,4
By
Man
dy P
ecen
kaG
rade
4C
hurc
hill
Sch
ool
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
1SII
AL
AR
TS
Page
A-
1
2627
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
2
Vis
ual a
rts
Intr
oduc
tory
sta
tem
ent
The
Vis
ual A
rts
Tas
k Fo
rce
belie
ves
that
sch
ools
mus
t im
plem
ent a
qual
itativ
e an
d se
quen
tial (
K-1
2) v
isua
l art
s cu
rric
ulum
that
pro
vide
s fo
rm
eani
ngfu
l sel
f-ex
pres
sion
of
all s
tude
nts.
The
idea
l cur
ricu
lum
inte
grat
espr
oduc
tion,
aes
thet
ics,
art
his
tory
and
cri
ticis
m in
a w
holis
tic w
ay th
atac
com
mod
ates
indi
vidu
al le
arni
ng s
tyle
s. T
his
appr
oach
mus
t als
o pr
ovid
efo
r cr
eativ
e an
d di
verg
ent t
hink
ing.
Impo
rtan
t goa
ls s
houl
d in
clud
e in
volv
ing
pare
nts
and
the
com
mun
ity in
pla
nnin
g an
d im
plem
enta
tion,
sha
ring
and
inte
grat
ing
with
othe
r su
bjec
t are
as, c
reat
ing
awar
enes
s of
car
eer
oppo
rtun
ities
and
acq
uiri
ngad
min
istr
ativ
e su
ppor
t.
We
enco
urag
e lo
cal s
choo
l dis
tric
ts to
use
this
cur
ricu
lum
doc
umen
tas
a g
uide
w h
en th
ey b
egin
dev
elop
ing
thei
r ow
n ar
ts e
duca
tion
curr
icul
um.
We
pres
ent w
hat w
e co
nsid
er a
n id
eal.
Eac
h di
stri
ct m
ust t
ake
into
cons
ider
atio
n its
ow
n sc
hool
and
com
mun
ity n
eeds
and
des
ires
.
28
29
Wilo
miu
. Art
s E
duca
tion
Cur
ricul
umV
ISU
AL
AR
TS
BE
ST
CO
PY
AV
AIL
AB
LE
By
Nat
alie
Pue
nte
Gra
de 6
Jess
up S
choo
l
31P
age
A-
3
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
4
Leve
l one
out
com
esA
esth
etic
sB
y co
mpl
etio
n of
gra
de f
ive,
stu
dent
s w
ill:
Rec
ogni
ze th
at c
erta
in h
uman
dri
ves
(rel
igio
usfe
rvor
, the
que
st f
or b
eaut
y or
pre
stig
e)co
ntin
ually
mot
ivat
e ar
tistic
exp
ress
ion,
that
com
mon
obj
ects
use
d in
dai
lylif
e, s
uch
asfu
rnitu
re a
nd c
loth
ing,
hav
e be
en d
esig
ned
byar
tists
, and
that
eve
ryon
e m
akes
vis
ual
deci
sion
s in
dai
ly li
fe.
Dem
onst
rate
kno
wle
dge
of th
e pe
rsua
sive
fun
c-tio
n of
vis
ual a
rt a
s it
is u
sed
to p
rom
ote
belie
fsor
infl
uenc
e be
havi
or, s
uch
asth
roug
h ad
ver-
tisem
ents
or
desi
gn o
f ce
rtai
n pu
blic
atio
ns.
Und
erst
and
the
impa
ct th
at a
rchi
tect
ural
for
ms,
such
as
chur
ches
, sho
ppin
g m
alls
, res
taur
ants
and
gove
rnm
ent b
uild
ings
hav
e on
peo
ples
'be
havi
or.
Indi
cate
fam
iliar
ity w
ith a
rt c
aree
r op
port
uni-
ties
repr
esen
ted
by p
aint
ers,
scu
lpto
rs,
grap
hic
artis
ts, d
esig
ners
, cra
ftsm
en, p
ho-
togr
aphe
rs, a
rchi
tect
s, te
ache
rs, e
tc.
Rel
a te
sen
sory
ele
men
tsan
d st
ruct
ural
pri
ncip
les
32
of th
e vi
sual
art
s to
oth
er a
rt f
orm
s, s
uch
as d
ance
,m
usic
, dra
ma,
poe
try
and
liter
atur
e.
Iden
tify
the
effe
cts
of th
e el
emen
ts in
nat
ural
and
man
-mad
e fo
rm (
line,
sha
pe, c
olor
, hue
, tex
ture
,
pers
pect
ive)
.
Dem
onst
rate
an
unde
rsta
ndin
g of
str
uctu
ral
prin
cipl
es o
f na
tura
l and
man
-mad
e fo
rm a
ndbe
abl
e to
:-e
xper
imen
t with
arr
ange
men
ts th
at il
lust
rate
vari
ous
form
s of
rhy
thm
and
mov
emen
t-e
xper
imen
t with
arr
ange
men
ts th
at il
lust
rate
kind
s of
bal
ance
in tw
o-di
men
sion
al a
ndth
ree
dim
ensi
onal
wor
ks, e
.g. s
ymm
etri
cal,
asym
met
rica
l-e
mpl
oy a
var
iety
of
sens
ory
elem
ents
and
stru
ctur
al p
rinc
iple
s in
pro
duci
ng v
isua
lim
ages
Dem
onst
rate
kno
wle
dgeo
frel
atio
nshi
ps in
vis
ual
form
and
an
open
-min
dedn
ess
whi
ch a
llow
sth
e st
uden
t to:
-val
ue a
nd a
sses
s th
e ro
les
of v
isua
l art
and
artis
ts in
our
soc
iety
dem
onst
rate
an
appr
ecia
tion
of d
esig
n an
dcr
afts
man
ship
in m
an-m
ade
obje
cts
seek
out
new
art
exp
erie
nces
and
met
hods
Exh
ibit
appr
ecia
tion
of th
e vi
sual
art
s th
roug
hpa
rtic
ipat
ion
in:
-sch
ool e
xhib
its a
nd c
onte
sts
-lei
sure
tim
e ar
tistic
end
eavo
rs-s
eeki
ng n
ew k
now
ledg
e ab
out a
rt in
boo
ks,
mag
azin
es a
nd n
ewsp
aper
s-c
omm
unity
art
exh
ibiti
ons,
incl
udin
gm
useu
m o
ffer
ings
and
the
wor
kof
loca
l
artis
ans.
Crit
icis
m:
Mak
ing
criti
cal j
udge
men
ts
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:Pe
rcei
ve a
nd r
espo
nd to
vis
ual q
ualit
ies
inbo
th n
atur
al a
nd m
an-m
ade
obje
cts
Focu
s at
tent
ion
on v
isua
l stim
uli;
the
stud
ent
will
see
rat
her
than
mer
ely
look
33
LE
VE
L O
NE
Dis
crim
inat
e be
twee
n or
igin
al a
rt a
nd r
epro
-du
ctio
ns o
f ar
t
Dev
elop
a v
ocab
ular
y of
art
term
s
Des
c ri
be th
e se
nsor
y el
emen
ts a
nd s
truc
tura
lpr
inci
ples
in w
orks
of
art
Inte
rpre
t vis
ual i
mag
ery
in w
orks
of
art b
y.-i
dent
ifyi
ng th
e fe
elin
g or
moo
d de
rive
d fr
omth
e w
ork
of a
rt-d
iscu
ssin
g th
e m
eani
ng o
f su
bjec
t mat
ter
and
them
e in
wor
ks o
f ar
t-d
escr
ibin
g ho
w s
enso
ry e
lem
ents
and
str
uc-
tura
l pri
ncip
les
cont
ribu
te to
thee
xpre
ssiv
equ
ality
of
a w
ork
of a
rt
Just
ify
aest
hetic
judg
emen
ts a
bout
indi
vidu
alw
ork,
that
of
peer
s an
d th
at o
f pr
ofes
sion
als,
dem
onst
rate
d in
dai
ly li
fe.
His
tory
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:B
e fa
mili
ar w
ith a
rt o
f cu
lture
s th
roug
hout
the
wor
ld a
nd b
e ab
le to
-ide
ntif
y m
ajor
art
ists
and
thei
r w
ork
-ide
ntif
y an
d de
scri
be m
ajor
sty
les
in th
e hi
s-to
ry o
f ar
t
If
p
-dem
onst
rate
an
unde
rsta
ndin
g th
at a
rt r
e-fl
ects
the
rela
tions
hip
betw
een
artis
ts a
ndth
eir
cultu
re-r
ecog
nize
the
effe
ct o
f te
chno
logy
on
art
-dem
onst
rate
fam
iliar
ityw
ith th
e ar
ts a
ndcr
afts
of
loca
l, st
ate
and
regi
onal
art
isan
san
d th
e de
velo
pmen
t of
thei
r cr
afts
Pro
duct
ion
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:M
ake
choi
ces
of s
ubje
cts
and
them
es in
de-
pend
ent o
f th
e vi
ews
of o
ther
s
Prod
uce
imag
inat
ive
and
expr
essi
ve v
isua
lim
ages
-in
resp
onse
to s
peci
fic
subj
ect m
atte
r-w
ith a
spe
cifi
ed c
ompo
sitio
nw
ith a
par
ticul
ar f
unct
ion
-whi
ch e
xpre
ss p
artic
ular
fee
lings
, moo
ds o
rbe
liefs
Use
sens
ory
elem
ents
in p
rodu
cing
vis
ual i
mag
esw
hich
exp
lore
the
qual
ities
of
line
Wyo
min
g A
rts
Eilt
icat
3t.f
urri
culto
nV
ISU
AL
. AR
TS
BE
ST
CO
PY
AV
AIL
AB
LE35
Page
A-
5
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
VIS
UA
L A
RT
SP
age
A-
6
a va
riety
of s
hape
sth
e pr
oper
ties
of c
olor
-the
qua
litie
s of
rea
l (ta
ctile
) an
d si
mul
ated
(vis
ual)
text
ure
-dar
k an
d lig
ht v
alue
sas
pect
s of
spa
ce in
two-
dim
ensi
onal
and
thre
e -
dim
ensi
onal
vis
ual i
mag
es
Use
str
uctu
ral p
rinci
ples
in p
rodu
cing
vis
ual
imag
es w
hich
exp
erim
ent w
ith-a
rran
gem
ents
that
illu
stra
te fo
rmso
f rhy
thm
and
mov
emen
t
36
-arr
ange
men
ts th
at il
lust
rate
kin
ds o
f bal
ance
in tw
o -
dim
ensi
onal
and
thre
e-di
men
sion
alw
orks
e.g
. sym
met
rical
, asy
mm
etric
al-a
var
iety
of s
enso
ry e
lem
ents
and
str
uctu
ral
prin
cipl
es in
pro
duci
ng v
isua
l im
ages
Exp
erim
ent w
ith a
wid
e va
riety
of d
raw
ing
mat
eria
ls in
a v
arie
ty o
f way
s as
a m
eans
of
disc
over
ing
thei
r cr
eativ
e po
ssib
ilitie
s, th
eir
flexi
bilit
y, l
imita
tions
and
adv
anta
ges,
dem
-on
stra
ting
resp
onsi
ble
and
safe
use
of t
ools
and
mat
eria
ls.
By
Dav
id F
reed
Gra
de 8
Car
ey J
r. H
igh
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
38B
ES
T C
OP
Y A
VA
ILA
BLE
39Pa
ge A
- 7
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
8
Leve
l tw
o ou
tcom
esA
esth
etic
s
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Exh
ibit
incr
ease
d ae
sthe
tic a
war
enes
s an
dpe
rcep
tion
of v
isua
l and
tact
ile q
ualit
ies
in w
orks
of n
atur
e, a
rt, e
vent
s an
d ob
ject
sw
ithin
the
tota
l env
ironm
ent
Indi
cate
abi
lity
to id
entif
y im
ages
and
sym
bols
in w
orks
of a
rt, n
atur
al e
vent
s, a
nd o
bjec
tsw
ithin
the
tota
l env
ironm
ent
Dem
onst
rate
app
reci
atio
n fo
r im
ages
and
sym
bols
in w
orks
of a
rt, n
atur
al e
vent
s, a
ndob
ject
s w
ithin
the
tota
l env
ironm
ent
Dem
onst
rate
an
awar
enes
s an
d se
nsiti
vity
tona
tura
l and
hum
an-m
ade
envi
ronm
ents
Evi
denc
e fa
mili
arity
with
app
licab
le u
ses
ofde
sign
in th
e en
viro
nmen
t and
soc
iety
as
aw
hole
Sho
w p
rofic
ienc
y in
cat
egor
izin
g va
rious
art
form
s ex
hibi
ted
in p
ublic
foru
ms
Dem
onst
rate
an
appr
ecia
tion
of th
eir
own
art
wor
k, th
at o
f the
ir pe
ers
and
the
art o
fre
cogn
ized
art
ists
from
pas
t and
pre
sent
Dis
cuss
ver
bally
and
in w
ritte
n fo
rm c
once
pts
of a
rt p
erio
ds, s
choo
ls o
f art
, and
def
initi
ons
of a
rt, a
pply
ing
-info
rmed
judg
emen
t rat
her
than
per
sona
lop
inio
n-s
kills
invo
lved
in p
hilo
soph
ical
inqu
iryae
sthe
tic a
ppre
ciat
ion
of s
enso
ry p
erce
ptio
nan
d re
spon
se to
art
and
the
envi
ronm
ent
criti
cal t
hink
ing
to a
def
initi
on o
f wha
t art
isph
iloso
phic
ally
Evi
denc
e fa
mili
arity
with
var
ious
phi
loso
pher
s'id
eas
of h
ow th
at a
rt m
ay b
ean
imita
tion
orex
pres
sion
of f
eelin
gs (
expr
essi
onis
tic)
orfo
rmed
ord
er (
form
alis
t) o
r us
eful
ness
(fun
ctio
nalis
t)
Crit
icis
m
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:E
valu
ate
wor
ks o
f maj
or a
rtis
ts, s
tude
nts
and
selv
es
Ana
lyze
, com
pare
and
sho
w r
elat
ions
hips
as
am
eans
of m
akin
g in
form
ed ju
dgem
ents
on
wor
ks o
f art
Inte
rpre
t a w
ork
of a
rt b
y re
ferr
ing
to th
esu
bjec
t mat
ter,
sen
sory
ele
men
ts, f
orm
alqu
aliti
es a
nd te
chni
cal f
eatu
res
in a
rt w
ork
Dem
onst
rate
the
know
ledg
e th
at in
terp
reta
tion
is e
ffect
ed b
y un
ders
tand
ing
the
artis
t,cu
lture
, and
tim
e pe
riod
of th
e w
ork
Pro
vide
sup
port
ing
reas
ons
for
inte
rpre
tatio
nof
wor
k in
clud
ing
sens
ory,
form
al, t
echn
ical
,cu
ltura
l, an
d hi
stor
ical
ref
eren
ce
Indi
cate
a k
now
ledg
e of
som
e st
anda
rds
that
have
bee
n us
ed b
y cr
itics
to ju
dge
art,
incl
udin
gexp
ress
iven
ess,
orig
inal
ity,fo
rma
Ior
der,
util
ity, c
onte
nt a
nd c
rafts
man
ship
Def
end
how
a w
ork
of a
rt c
an h
e ju
dged
by
mor
e th
an o
ne s
tand
ard
Cre
ate
and
defe
nd a
judg
emen
t of a
wor
k of
art
41
LEV
EL
TW
O
His
tory
13v
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:In
dica
te a
kno
wle
dge
of h
isto
rica
l and
cul
tura
lde
velo
pmen
ts w
hich
Occ
ur a
s a
resu
lt of
vary
ing
need
s an
d ae
sthe
tic p
oint
s of
vie
w,
incl
udin
g-a
var
iety
of
artw
orks
and
acc
ompl
ishm
ents
of c
onte
mpo
rary
, his
tori
c, a
nd p
rehi
stor
iccu
lture
sth
e ae
sthe
tic v
alue
s of
a p
artic
ular
cul
ture
cont
empo
rary
and
his
tori
cal a
rt a
s an
inte
gral
part
of
all a
rt e
xper
ienc
es-a
n aw
aren
ess
of th
e na
ture
and
use
fuln
ess
ofar
t car
eers
in s
ocie
ty
Evi
denc
e fa
mili
arity
with
the
hist
oric
al im
pact
on c
onte
mpo
rary
art
ists
in th
e lo
cal
com
mun
ity a
nd o
n pu
blic
dis
play
s of
art
Pro
duct
ion
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:D
emon
stra
te u
nder
stan
ding
of
the
impo
rtan
ceof
per
sona
l exp
erie
nces
and
ori
gina
lity
inth
eir
own
visu
al e
xpre
ssio
ns a
nd in
the
art
wor
k of
oth
ers
by d
evel
opin
g-m
anip
ulat
ive
and
orga
niza
tiona
l ski
lls to
use
visu
al a
rts
med
ia e
ffec
tivel
y-i
nven
tive
and
imag
inat
ive
skill
s to
org
aniz
ean
d de
pict
idea
s, f
eelin
gs a
nd m
oods
-the
abi
lity
to d
eign
item
s us
ed in
eve
ryda
yliv
ing
inco
rpor
atin
g de
sign
ele
men
ts a
ndpr
inci
ples
-the
abi
lity
to m
ake
choi
ces
of s
ubje
cts
and
them
es in
depe
nden
t of
the
view
s of
oth
ers
Prod
uce
orig
inal
wor
ks in
suc
h m
edia
as
draw
ing
and
pain
ting,
con
stru
ctin
g,pr
intm
akin
g, c
ral I
s, g
raph
ics,
film
ani
mat
ion,
envi
ronm
enta
l and
arc
hite
ctur
al d
esig
n
NN
A
1.1.
4"iv
ie
114
i!"'
01/4
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mY
r-U
AL
AR
TS
4.2
43Pa
ge A
- 9
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A -
10
Leve
l thr
ee o
utco
mes
Aes
thet
ics
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:Id
entif
y sp
ecif
ic c
hara
cter
istic
s in
hue
, lin
e,sh
ape,
col
or, t
extu
re, d
ark
and
light
(ar
tel
emen
ts)
in in
crea
sing
ly s
ophi
stic
ated
wor
ksof
art
Ana
lyze
wor
ks o
f a
rt to
illu
stra
te h
ow th
eart
ist
orga
nize
s an
d un
ifie
s th
e w
ork
so th
at a
llpa
rts
of th
e co
mpo
sitio
n w
ork
toge
ther
toex
pres
s id
eas
and
feel
ings
Iden
tify
an a
rtis
tic m
ediu
m (
oil,
pain
t, w
ater
-co
lor,
col
ored
pas
tels
, cha
rcoa
l, pa
per)
,ar
tists
' too
ls a
nd e
quip
men
t (br
ushe
s, d
raw
-in
g pe
ncils
, pen
s, p
rint
ing
pres
s); a
nd w
ays
of w
orki
ng to
pro
duce
the
wor
k (s
ketc
hing
,ca
rvin
g, p
aint
ing,
pri
ntin
g)
Res
pond
to th
e ex
pres
sive
cha
ract
er o
f th
ew
ork,
that
is, t
he f
eelin
g of
the
wor
k
Crit
icis
mB
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Dem
onst
rate
incr
ease
d ab
ility
to e
valu
ate
art f
rom
a v
arie
ty o
f pe
rspe
ctiv
es, f
orm
ing
opin
ions
abo
ut p
erso
nal a
rtis
tic e
xpre
ssio
n,th
at o
f pe
ers
and
the
wor
k of
pas
t and
pres
ent r
ecog
nize
d ar
tists
Dem
onst
rate
the
abili
ty to
und
erst
and
the
diff
eren
ce b
etw
een
likin
g an
d ju
dgin
gw
orks
of
art
"Sho
w p
rofi
cien
cy in
und
erst
andi
ng th
e in
-te
rpre
tatio
n of
art
wor
ks b
y re
cogn
ized
art
criti
cs a
nd h
isto
rian
s
Dev
elop
a v
ocab
ular
y of
art
term
s fo
r de
-sc
ribi
ng a
rt w
ork
and
othe
r vi
sual
com
posi
tions
incl
udin
g th
e su
bjec
t mat
ter,
them
e, s
tyle
and
hist
oric
al c
onte
nt in
wor
ksof
art
Ana
lyze
the
rela
tions
hip
betw
een
expr
essi
veco
nten
t in
wor
ks o
f ar
t and
the
cultu
ral
cont
ext o
f th
e w
ork
Iden
tify
the
rela
tions
hips
am
ong
desi
gnel
emen
ts th
at g
ive
the
wor
k of
art
apa
rtic
ular
em
phas
is, s
ense
of
unity
and
expr
essi
vene
ss
His
tory
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:'E
vide
nce
fam
iliar
ity w
ith a
var
iety
of
wor
ld,
natio
nal,
regi
onal
and
loca
l art
cul
ture
s by
reco
gniz
ing
and
desc
ribi
ng-m
ajor
sty
les
in th
e hi
stor
y of
art
,i.e
.,Im
pres
sion
ism
, Cub
ism
, and
Pop
-the
div
ersi
ty o
f ar
t for
ms
prod
uced
in c
ultu
res
thro
ugho
ut th
e w
orld
-sim
ilari
ties
as w
ell a
s di
ffer
ence
s in
the
art o
fva
riou
s cu
lture
s, e
.g. s
imila
ritie
s in
for
m,
mat
eria
l, fu
nctio
n an
d st
yle
-the
eff
ect o
f te
chno
logy
on
cont
empo
rary
art
,i.e
. the
gen
erat
ion
of e
lect
roni
c im
ages
, the
emer
genc
e of
new
mat
eria
ls a
nd m
etho
ds
Iden
tify
artis
ts a
nd a
rtis
t per
iods
alo
ng th
ehi
stor
ical
tim
elin
e
4445
LEV
EL
TH
RE
E
Pro
duct
ion
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:C
reat
e w
orks
of a
rt th
at a
re im
agin
ativ
e an
d
orig
inal
, inc
orpo
ratin
g-c
hoic
es o
f sub
ject
s an
d th
emes
inde
pend
ent
of th
e vi
ews
of o
ther
s-
desi
gn e
lem
ents
and
prin
cipl
es in
cre
atin
gar
t in
seve
ral m
edia
-cre
ativ
e th
ough
t pro
cess
es-
cont
rol o
f tec
hniq
ues
that
add
cra
ftsm
ansh
ipto
the
pers
onal
sta
tem
ent (
wor
king
from
obse
rvat
ion
and
imag
inat
ion)
in a
var
iety
of m
edia
Pro
duce
exp
ress
ive
visu
al im
ages
in r
espo
nse
to s
peci
fied
subj
ect m
atte
r w
hich
- ex
pres
s pa
rtic
ular
feel
ings
and
moo
ds-
use
exag
gera
tion,
abs
trac
tion
and
sim
plifi
-ca
tion
-dem
onst
rate
dev
elop
ed s
kills
and
incr
ease
d
expr
essi
ve a
bilit
y ga
ined
thro
ugh
use
ofm
ater
ial t
ools
and
pro
cess
es
Wyo
min
g A
rts
bluc
alio
n C
urric
ulum
VIS
UA
L A
RT
S
463E
ST
CO
PY
AV
AIL
AB
LE
47Pa
ge A
- 11
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-1
2
4(
Vis
ual a
rts
glos
sary
AB
ST
RA
CT
Any
dev
iatio
n fr
om a
sta
ndar
dph
otog
raph
ic r
epre
sent
atio
n of
som
ethi
ng. T
he fo
rms
may
he
sim
plifi
ed, g
eom
etric
,id
entif
iabl
e or
com
plet
ely
unre
cogn
izab
le.
AC
RY
LIC
A s
ynth
etic
pla
stic
res
in u
sed
as th
eve
hicl
e or
hin
der
for
pain
t. T
oday
man
y ar
tists
use
itin
pla
ce o
f oils
.
AE
ST
HE
TIC
ST
he n
atur
e an
d va
lues
of a
rt.
AP
PR
EC
IAT
ION
-A
n un
ders
tand
ing
of th
ings
for
them
selv
es.
AR
TA
non
verb
al m
ediu
m o
f exp
ress
ion,
a la
ngua
geof
com
m u
nica
tion
that
use
s lin
es, s
hape
s,va
lues
, and
text
ures
inst
ead
of le
tters
, wor
ds, a
ndpa
ragr
aphs
.
Art
is a
dis
cipl
ine
with
aes
thet
ic, p
erce
ptua
l,an
d
inte
llect
ual d
imen
sion
s. T
hedi
scip
lineo
fart
incl
udes
orig
inat
ing,
des
crib
ing,
inte
rpre
ting,
val
uing
,an
d
know
ing
abou
t wor
ks o
f art
.
AR
T C
RIT
ICIS
MT
he a
naly
sis
of a
rt.
AR
T H
IST
OR
YT
he c
ultu
ral a
nd h
isto
rical
set
tings
of a
rt.
AR
T P
RO
DU
CT
ION
Con
cept
s an
d sk
ills
for
mak
ing
and
prod
ucin
g ar
t.
AS
SE
MB
LAG
EC
reat
ion
of im
ager
y by
the
aggr
egat
ion
of d
iffer
ent m
ater
ials
, ofte
n fr
agm
ents
of
othe
r, r
ecog
niza
ble
imag
es a
nd o
bjec
ts.
AP
PE
ND
IX A
BA
LAN
CE
A fe
elin
g of
equ
ality
of w
eigh
t am
ong
the
visu
al e
lem
ents
with
in a
n ar
twor
k. S
ymm
etry
isth
e us
e of
iden
tical
ele
men
ts o
n ei
ther
sid
e of
a v
ert
ical
axis
to c
reat
e eq
uilib
rium
. Asy
mm
etry
is th
e us
e of
diss
imila
r el
emen
ts th
at, n
ever
thel
ess,
cre
ate
a se
nse
of e
quili
briu
m. R
adia
l bal
ance
is th
e us
e of
ele
men
tsth
at r
adia
te o
utw
ard
from
a c
entr
al c
ore.
CO
LOR
W H
EE
L T
he m
etho
d of
dis
play
ing
the
thre
epr
imar
y an
d th
ree
seco
ndar
y co
lors
in a
circ
ular
form
at, a
s be
twee
n th
espo
keso
fa w
heel
. The
prim
ary
colo
rs fo
rm a
tria
d, w
ith e
ach
seco
ndar
y co
lor
disp
laye
d be
twee
n th
e tw
o pr
imar
ies
used
to m
ix it
.
CO
MP
LIM
EN
TA
RY
CO
LOR
ST
wo
colo
rs th
at a
redi
rect
ly o
ppos
ite e
ach
othe
r on
the
colo
r w
heel
. Apr
imar
y co
lor
is c
ompl
imen
tary
to a
sec
onda
ry c
olor
that
is a
mix
ture
of t
he tw
o re
mai
ning
prim
arie
s.C
OM
PO
SIT
ION
In th
e vi
sual
art
s, th
e st
ruct
ure
oror
gani
zatio
n of
a w
ork.
CO
NT
OU
R T
he o
uter
sur
face
of a
n ob
ject
or
figur
e,us
ually
bou
nded
by
a lin
e, a
cha
nge
of c
olor
, or
by a
chan
ge o
f tex
ture
.
CR
OS
SH
AT
CH
The
tech
niqu
e of
usi
ng c
ross
ing
lines
at v
ario
us a
ngle
s to
indi
cate
dep
th.
DA
DA
A n
ihili
stic
, ant
i-art
, ant
i-eve
ryth
ing
mov
emen
t res
ultin
g fr
om th
e so
cial
, pol
itica
l,an
dps
ycho
logi
cal d
islo
catio
ns o
f Wor
ld W
ar I.
The
mov
emen
t is
impo
rtan
t his
toric
ally
as
age
nera
ting
forc
e fo
r S
urre
alis
m.
DE
SIG
NA
fram
ewor
k or
sch
eme
of p
icto
rial
cons
truc
tion
on w
hich
art
ists
bas
e th
e fo
rmal
orga
niza
tion
of th
eir
tota
l wor
k. In
a b
road
er s
ense
,de
sign
may
bec
onsi
dere
d sy
nony
mou
s w
ith th
e te
rmfo
rm.
ELE
ME
NT
S O
F A
RT
- -
The
bas
ic v
isua
l sig
ns a
s th
eyar
e co
mbi
ned
into
opt
ical
uni
tsus
ed b
y th
e ar
tist t
oco
mm
unic
ate
or e
xpre
ss c
reat
ive
idea
s.T
heco
mbi
natio
n of
the
basi
c el
emen
ts o
f lin
e, s
hape
,va
lue,
text
ure,
and
col
or r
epre
sent
the
visu
al la
ngua
geof
the
artis
t.
EX
PR
ES
SIO
NIS
TIC
AR
TA
rt in
whi
ch th
ere
is a
desi
re to
exp
ress
wha
t is
felt
rath
er th
an p
erce
ived
or
reas
oned
.E
xpre
ssio
nist
ic fo
rm is
def
ined
by
anob
viou
sexa
gger
atio
n of
nat
ural
obj
ects
for
the
pu r
pose
of e
mph
asiz
ing
an e
mot
ion,
moo
d, o
r co
ncep
t.It
may
be b
ette
r un
ders
tood
as
a m
ore
vehe
men
tki
nd o
fro
man
ticis
m. T
he te
rm e
xpre
ssio
nism
is b
est a
pplie
dto
a m
ovem
ent i
n ar
t of t
he e
arly
twen
tieth
cent
ury,
alth
ough
it m
ay h
e us
ed to
des
crib
e al
l art
of t
his
char
acte
r.
FO
RM
(1.)
A s
hape
or
a m
ass,
or,
mor
eco
mpr
ehen
sive
ly, t
he to
tal c
on fi
gura
tion
of th
esha
pes,
stru
ctur
e, a
nd e
xpre
ssiv
enes
s th
at m
ake
an a
rtw
ork.
( 2.
) T
hat w
hich
is g
iven
the
visu
al a
rts
byth
e va
rious
phys
ical
fact
ors
such
as
line,
pla
ne, c
olor
,sh
adin
g,te
xtur
e, s
hape
, mas
s, o
r vo
lum
e, s
cale
, spa
ce,
and
com
posi
tion,
the
last
bei
ng th
e or
gani
zatio
n th
e ar
tist
impo
ses
on th
e m
ater
ials
and
pro
cess
es.
VIS
UA
L A
RT
S G
LOS
SA
RY
AP
PE
ND
IX A
GE
ST
UR
ED
raw
ing
appr
oach
em
phas
izin
gm
ovem
ent;
gest
ure
us u
sual
ly r
epre
sent
ed w
ith a
scrib
bly
"fas
t" li
ne o
r to
ne.
HU
ET
he n
ame
of c
olor
, suc
h as
red
, blu
e, o
r ye
llow
;th
e qu
ality
of l
ight
(w
avel
engt
h) th
at s
epar
ates
one
colo
r fr
om a
noth
er.
IMP
RE
SS
ION
ISM
A la
te n
inet
eent
h ce
ntur
y st
yle
of p
aint
ing;
the
exte
nsio
n of
Rea
lism
to th
e sc
ient
ific
anal
ysis
of c
olor
and
ligh
t; us
e of
bro
ken
colo
r an
dco
lor
com
pli
men
ters
of a
wor
k.
INO
RG
AN
IC/O
RG
AN
IC F
OR
MS
For
ms
that
are
base
d on
ord
eriv
ed fr
om th
ose
in n
atur
eare
sai
d to
be
orga
nic;
form
s in
vent
ed b
y m
an a
re in
orga
nic.
LIN
ET
he p
ath
of a
mov
ing
poin
t; th
at is
, a m
ark
mad
e by
a to
ol o
r in
stru
men
t as
it is
dra
wn
acro
ss a
surf
ace.
It is
usu
ally
mad
e vi
sibl
e by
the
fact
that
itco
ntra
sts
in v
alue
with
the
surf
ace
on w
hich
it is
draw
n.
NA
TU
RA
LIS
MT
he a
ppro
ach
to a
rt in
whi
ch a
llfo
rms
used
by
the
artis
t are
ess
entia
lly d
escr
iptiv
ere
pres
enta
tion
of th
ings
vis
ually
exp
erie
nced
. Tru
ena
tura
lism
con
tain
s no
inte
rpre
tatio
n in
trod
uced
by
the
artis
t for
exp
ress
ive
purp
oses
.T
he c
ompl
ete
reco
rdin
g of
vis
ual e
ffect
s of
nat
ure
is a
phy
sica
lim
poss
ibili
ty, a
nd n
atur
alis
tic s
tyle
thus
bec
omes
am
atte
r of
deg
ree.
NE
OC
LAS
SIC
ISM
The
som
ewha
t sev
ere
styl
e of
the
nine
teen
th c
entu
ries
that
was
insp
ired
by th
eex
cava
tions
of H
erct
lane
um a
nd P
ompe
ii.
PO
P A
RT
A s
tyle
of p
aint
ing
(and
scu
lptu
re)
orig
inat
ing
in th
e 19
60's
, em
ploy
ing
enla
rged
imag
esan
d m
otifs
from
com
mer
cial
art
, roa
d si
gns,
com
icst
rips,
and
out
door
adv
ertis
ing.
PO
ST
-IM
PR
ES
SIO
NIS
MA
late
nine
teen
th a
nd e
arly
twen
tieth
cen
tury
sty
le o
f pai
ntin
g, m
ainl
y in
Fra
nce,
base
d on
Impr
essi
onis
t col
orbu
t with
mor
e em
phas
ison
form
al c
oher
ence
and
em
otio
nal e
xpre
ssio
n.
RE
ALI
SM
A n
inet
eent
h ce
ntur
y st
yle
of p
aint
ing;
trut
hful
, tha
t is,
vis
ually
acc
urat
e re
pres
enta
tion;
the
incl
usio
n of
all
that
the
eye
sees
; the
rep
rese
ntat
ion
ofun
plea
sant
as
wel
l as
plea
sant
det
ails
.
RE
NA
ISS
AN
CE
The
fifte
enth
cen
tury
"re
birt
h" o
far
t and
lette
rs, t
hat i
s, th
e re
viva
l of c
lass
ical
art
inIta
ly a
nd a
fterw
ard
thro
ugho
ut E
urop
e.
RO
MA
NT
ICIS
MIn
art
, a s
tyle
em
phas
izin
gsu
bjec
tive
feel
ing
and
the
emot
ions
ass
ocia
ted
with
exot
ic li
fe-s
tyle
s, e
xtre
me
dang
er, e
scap
e fr
om th
epr
esen
t, su
fferin
g, a
nd n
osta
lgia
.
RH
YT
HM
-A
con
tinua
nce,
a fl
ow, o
r a
feel
ing
ofm
ovem
ent a
chie
ved
by r
epet
ition
of r
egul
ated
vis
ual
units
; the
use
of m
easu
red
acce
nts.
ST
YLE
The
spe
cific
art
istic
cha
ract
er a
nd d
omin
ant
form
tren
d no
ted
in a
rt m
ovem
ents
or
durin
g sp
ecifi
cpe
riods
of h
isto
ry. S
tyle
may
als
o m
ean
artis
ts'
expr
essi
ve u
se o
f the
med
ia to
giv
e th
eir
wor
ksin
divi
dual
cha
ract
er.
SU
RR
EA
LIS
MA
n ar
tistic
sty
le s
tres
sing
the
subc
onsc
ious
and
non
ratio
nal s
ourc
es o
f im
ager
y,in
fluen
ced
by F
reud
ian
psyc
holo
gy.
TE
XT
UR
ET
he s
urfa
ce c
hara
cter
of a
mat
eria
l.T
extu
re c
an b
e ac
tual
or
sim
ulat
ed.
UN
ITY
The
who
leor
tota
l effe
ct o
f a w
ork
of a
rt th
atre
sults
from
the
com
bina
tion
of a
ll of
the
wor
k's
com
pone
nt p
arts
, inc
ludi
ng th
eass
igne
d ra
tio b
etw
een
harm
ony
and
varie
ty.
VA
LUE
The
rel
ativ
e de
gree
of l
ight
ness
or
dark
ness
give
n to
an
area
by
the
amou
nt o
f lig
ht r
efle
cted
from
it; (
colo
r) th
e ch
arac
teris
tic o
f a c
olor
in te
rms
oflig
htne
ss a
nd d
arkn
essa
nd d
eter
min
ed b
y th
e am
ount
or q
uant
ity o
f lig
ht r
efle
cted
by
a co
lor.
VO
LUM
EA
thre
e-di
men
sion
al s
hape
that
exi
sts
insp
ace.
On
a fla
t sur
face
the
artis
t can
onl
y cr
eate
the
illus
ion
of a
vol
ume.
Wyo
min
g A
rts
Edu
catio
nC
ur&
laan
VIS
UA
L A
RT
S51
Page
A-1
3
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A -
14
Aes
thet
ics
and
criti
cism
VIS
UA
L A
RT
S T
ASK
FO
RC
EPr
epar
ed b
y Jo
hn L
yttle
, bas
ed o
nw
orks
hop
cond
ucte
d by
Mic
hael
Day
, Uta
h
The
aes
thet
ic s
cann
ing
appr
oach
is a
way
tobe
gin
a st
udy
of w
orks
of
art
pain
ting,
scu
lp-
ture
, lith
ogra
phs,
cer
amic
s,ar
chite
ctur
e an
d al
lot
her
form
s ca
lled
art.
The
pur
pose
of s
cann
ing
is to
pro
vide
a "
com
mon
sen
se"a
ppro
ach
to th
est
udy
of a
wor
k of
art
. The
app
roac
his
des
igne
dto
invo
lve
the
lear
ner
in a
ctua
llyse
eing
wha
t'sin
a w
ork
of a
rt b
y an
alyz
ing
and
talk
ing
abou
tth
e se
nsor
y, f
orm
al, t
echn
ical
and
expr
essi
ve
prop
ertie
s.
Res
pond
ing
criti
cally
to w
orks
of
art
requ
ires
cons
ider
able
bac
kgro
und
and
know
ledg
e.R
espo
nses
are
mad
e to
wor
ks o
f ar
t in
thre
e ar
eas:
His
tori
cal -
det
erm
inin
g th
e na
ture
and
exp
res-
sive
inte
nt o
f w
orks
of
art w
ithin
thei
r hi
stor
ical
cont
ext (
scho
ol, p
erio
d, s
tyle
,cu
lture
).
Rec
reat
ive-
com
preh
endi
ng im
agin
ativ
ely
wha
t
the
artis
t has
exp
ress
ed in
a s
peci
fic
wor
k of
art
.
Judi
cial
estim
atin
g th
e va
lue
of a
wor
k of
art
inre
latio
n to
oth
er w
orks
usi
ng th
ree
crite
ria:
de-
AP
PE
ND
IX B
gree
of
form
al e
xcel
lenc
e,tr
uth
of th
e m
ediu
m/
med
ia a
nd m
ater
ials
, and
sig
nifi
canc
e.
SEN
SOR
Y P
RO
PER
TIE
S: V
iew
wor
ksof
art
and
iden
tify
spec
ific
cha
ract
eris
tics
inI
ine,
sha
pe,
colo
r, te
xtur
e, d
ark
and
light
(ar
tele
men
ts).
Can
you
poi
nt o
ut a
nd d
escr
ibes
ome
of th
e lin
es
in th
is p
aint
ing?
'Whe
re a
re th
e co
ol c
olor
s an
d th
e br
ight
colo
rs?
Loo
k at
the
larg
est s
hape
s in
the
pain
ting.
Are
the
circ
ular
sha
pes
the
sam
e si
ze a
s th
e re
ctan
gula
r
ones
?
FOR
MA
L P
RO
PER
TIE
S: A
naly
ze th
ew
ork
tode
term
ine
how
the
artis
t org
aniz
es a
ndun
ifie
sth
e w
ork
so th
at a
ll pa
rts
ofth
e co
mpo
sitio
nw
ork
toge
ther
to e
xpre
ss a
n id
ea a
nd/o
rfee
ling.
Org
anic
Uni
ty e
ach
part
of
the
wor
kis
nec
es-
sary
. Not
hing
can
be
left
out
with
out c
hang
ing
the
wor
k.
The
me
and
Var
iatio
n -
som
e fe
atur
eth
at is
re-
peat
ed to
giv
e th
e w
ork
its c
hara
cter
.
Rep
etiti
onan
art
ele
men
t(s)
such
as
colo
r, li
ne,
shap
e is
/are
rep
eate
d in
a v
arie
tyof
way
s.
Con
tras
t use
of
oppo
site
s in
clos
epr
oxim
ity e
.g.
light
and
dar
k co
lors
, lar
ge a
nd s
mal
lsh
apes
.
Bal
ance
-an
equi
libri
um o
f si
mila
r el
emen
ts(s
ym-
met
ry)
or a
bal
ance
ach
ieve
d th
roug
hth
e us
e of
uneq
ual p
arts
or
elem
ents
(as
ymm
etry
).
Dom
inan
cea
feat
ure
give
n m
ore
impo
rtan
ceth
an a
ny o
ther
asp
ect o
f th
e w
ork.
Rhy
thm
the
regu
lar
repe
titio
n of
par
ticul
arfo
rms
or a
ccen
ts; t
he s
ugge
stio
n of
mot
ion
by
patte
rns
of r
ecur
rent
for
ms
or a
ccen
ts.
Whe
re d
id th
e ar
tist p
lace
the
impo
rtan
tid
ea in
this
pai
ntin
g?A
re th
ere
colo
rs o
r sh
apes
that
are
repe
ated
?W
here
do
you
see
the
repe
titio
n in
the
pain
ting?
Find
the
area
s in
tiva
pai
ntin
g w
here
the
artis
t
uses
con
tras
t to
help
us
see
the
impo
rtan
t
shap
es.
Loo
k at
the
pain
ting
in te
rms
ofba
lanc
e. W
hat
kind
of
bala
nce
did
the
artis
t use
,sym
met
rica
l
or a
sym
met
rica
l?
TE
CH
NIC
AL
PR
OPE
RT
IES:
Kno
w w
hat m
e-di
um th
eart
ist u
sed
(oil
pain
t, w
ater
colo
r,co
lore
d
past
els,
cha
rcoa
l, pa
per)
, the
art
ist's
tool
s an
d
equi
pmen
t (br
ushe
s, d
raw
ing
penc
ils, p
ens,
prin
ting
pres
s) a
nd w
ays
of w
orki
ng to
pro
-du
ce th
e w
ork
(ske
tchi
ng, c
arvi
ng, p
aint
ing,
prin
ting.
)
How
did
the
scul
ptor
use
the
carv
ing
of a
roug
h te
xtur
e in
the
mar
ble
to c
reat
e th
eap
pear
ance
of a
bus
hy h
ead
of h
air?
How
do
scul
ptor
s us
e th
e gr
ain
or m
arki
ngs
inth
e w
ood
to e
mph
asiz
e th
e ch
arac
ter
of th
ew
ork?
EX
PR
ES
SIV
E P
RO
PE
RT
IES
: Res
pond
to th
eex
pres
sive
cha
ract
er o
f the
wor
k, th
at is
, the
sign
ifica
nce
and
feel
ing
of th
e w
ork.
Moo
d La
ngua
ge-
for
ms
that
exp
ress
feel
ings
suc
has
sad
or
chee
rful
, bol
d or
tim
id, t
ranq
uil o
rag
itate
d.
I )yn
amic
or
Ene
rgy
Lang
uage
- fo
rms
that
expr
ess
a se
nse
of te
nsio
n, c
onfli
ct, o
r re
laxa
tion.
Idea
and
Idea
l LA
ngua
ge -
soc
ial e
vent
s, p
sych
o-lo
gica
l or
polit
ical
vie
ws
such
as
nobi
lity,
cour
age,
hope
, com
pass
ion.
AP
PE
ND
IX B
How
do
the
com
bina
tions
of c
olor
s an
d sh
apes
and
the
way
they
are
org
aniz
ed c
ontr
ibut
e to
the
over
all m
ood
of th
e pa
intin
g?W
hat d
oes
the
pain
ting
tell
us a
bout
a b
ig id
easu
ch a
s co
urag
e, fr
eedo
m, w
ar?
SA
MP
LE A
ES
TH
ET
ICA
ND
CR
ITIC
AL
CO
NC
ER
NS
:
Why
did
you
cho
ose
this
par
ticul
ar s
ubje
ct?
- Is
it a
n ex
tens
ion
of v
isua
l per
cept
ion,
em
o-
tiona
l exp
erie
nce,
imag
inat
ive
expr
essi
on,
or in
telle
ctua
l ord
erin
g? Is
it a
com
bina
-tio
n of
thos
e th
ings
?
-If i
tis
an
assi
gnm
ent g
iven
to y
ou, w
hat
expe
rienc
es h
ave
you
had
that
will
hel
pyo
u id
entif
y m
ore
pers
onal
ly w
ith it
?
Wha
t are
you
tryi
ng to
exp
ress
?-A
re y
ou r
ecor
ding
, inv
entin
g, o
r ex
pres
sing
feel
ings
abo
ut e
xper
ienc
es?
- Is
it a
n ac
adem
ic e
xerc
ise
to d
evel
op a
rtsk
ills?
Hav
e yo
u ch
osen
a fo
rmat
(si
ze, s
hape
, dire
c-tio
n) th
at a
ids
or h
inde
rs y
our
expr
essi
on?
-How
wou
ld la
rgen
ess
or s
mal
lnes
s of
the
end
prod
uct a
ffect
the
expr
essi
on?
- S
houl
d it
be a
rec
tang
le, a
squ
are,
or
if th
ree
dim
ensi
onal
, sho
uld
it be
sym
met
rical
or
asym
met
rical
?-W
ould
it b
e be
st e
xpre
ssed
as
a ve
rtic
al, a
horiz
onta
l or
a di
agon
al?
Hav
e yo
u ch
osen
a fo
rmat
(S
ize,
sha
pe, d
irec-
tion)
that
aid
s or
hin
ders
you
r ex
pres
sion
?
-How
wou
ld th
e ex
pres
sion
vary
if it
was
done
as
a dr
awin
g, p
aint
ing,
a p
hoto
grap
h,a
fine
art p
rint,
a sc
ulpt
ure,
a te
xtile
, etc
.?-H
ow w
ould
diff
eren
t med
ia w
ithin
thos
ear
eas
alte
r or
enh
ance
you
r ex
pres
sion
?
ls y
our
expr
essi
on c
lear
ly id
entif
ied
inyo
urow
n m
ind
so y
ou c
an c
omm
unic
ate
it vi
su-
ally
to y
our
audi
ence
, or
is it
an
idea
that
ison
ly c
larif
ied
as a
res
ult o
f the
art
pro
cess
?
If co
lor
is to
be
used
, hav
e yo
u ch
osen
col
ors
com
patib
le w
ith y
our
expr
essi
on?
-Is
your
col
or u
sage
mea
nt to
be
imita
tive
or
expr
essi
ve?
- If
it is
exp
ress
ive,
hav
e yo
u th
orou
ghly
Wym
nia\
, Art
s E
duca
tion
Cur
ricul
umV
ISLI
AI A
RT
S
5455
Page
A-
15
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-1
6
56
AP
PE
ND
IX B
thou
ght t
hrou
gh c
olor
key
ing
conc
epts
(hi
gh,
inte
rmed
iate
, low
key
, dom
inan
tly w
arm
or c
ool,
harm
onio
us o
r co
ntra
stin
g)?
Is y
our
com
posi
tion
inte
rest
ing
or b
orin
g?I s
you
r di
v is
ion
of s
pace
dec
isiv
e an
d in
tere
stin
g?
I s th
ere
orga
nize
d m
ovem
ent t
hrou
gh th
e w
ork?
Are
obj
ects
sen
sitiv
ely
grou
ped?
How
hav
e yo
ur c
ontr
olle
d ar
eas
of e
mph
asis
?-is
ther
e on
e m
ain
foca
l poi
nt?
Are
oth
er e
mph
asis
are
as s
ubor
dina
te o
rco
mpe
ting
with
the
mai
n fo
cal p
oint
?Is
the
foca
l poi
nt w
ell l
ocat
ed?
Hav
e yo
u us
ed a
sen
se o
f dep
th c
ompa
tible
with
your
expr
essi
ve id
ea?
Is li
near
per
spec
tive
corr
ect w
ithou
t bei
ngm
echa
nica
lly b
orin
g?-W
ould
you
r id
ea b
e ex
pres
sed
bette
r w
ithm
ore
dept
h or
less
dep
th?
Is p
ropo
rtio
n us
ed c
orre
ctly
in r
elat
ions
hip
to
wha
t you
are
tryi
ng to
do?
Are
val
ue r
elat
ions
hips
and
pat
tern
s co
rrec
tlyus
ed fo
r bo
th th
e m
ood
you
wis
h to
evo
ke a
ndfo
r th
e re
adin
g of
form
?
Hav
e yo
u us
ed v
arie
ty a
nd y
et m
aint
aine
d un
:.ty?
-Doe
s it
have
har
mon
y w
ithva
riety
and
cont
rast
for
inte
rest
?-I
s th
ere
a se
nse
of r
ight
ness
eve
n if
high
lydi
vers
e el
emen
ts a
re u
sed?
57
Eva
luat
ing
the
arts
Eva
luat
ion
for
the
stud
ent's
tota
l exp
erie
nce
requ
ires
cons
ider
atio
n of
the
indi
vidu
al's
atti
-tu
des,
aes
thet
ic g
row
th, u
nder
stan
ding
of a
rtcu
lture
and
her
itage
, and
dev
elop
men
t of s
kill
and
wor
k ha
bits
,as
wel
l as
the
qual
ity o
f cre
ativ
ew
ork.
Eva
luat
ion
is m
ore
than
theg
radi
ng o
f a fi
nish
edpr
oduc
t. F
or e
xam
ple,
it in
clud
es a
ppra
isal
of
the
stud
ents
' gro
wth
in s
elf-
eva
luat
ion.
Thi
sab
ility
dev
elop
s as
stu
dent
s be
com
e aw
are
ofth
eir
incr
ease
d sk
ill in
the
use
of m
ater
ials
and
cont
inue
to a
ppre
ciat
e th
eir
uniq
ue m
odes
of
expr
essi
on. S
tude
nts
shou
ld b
e ab
le to
use
es-
tabl
ishe
d cr
iteria
as
wel
l as
to d
eter
min
est
anda
rds
for
eval
uatin
g or
judg
ing
thei
r ow
nw
ork.
Usi
ng b
oth
met
hods
of e
valu
atio
n, th
eyca
n se
eand
und
erst
and
thei
r in
divi
dual
pro
gres
san
d gr
owth
.In
bot
h ob
ject
ivea
nd e
xpre
ssiv
e ev
alua
tion,
edca
tors
use
a v
arie
ty o
f for
mal
and
info
rmal
mea
ns:
obse
rvat
ion,
dem
onst
ratio
n, te
sts,
dis
cuss
ion,
self
eval
uatio
n, c
heck
list
s, p
ortfo
lios,
ske
tch
book
s, e
xhib
ition
s an
d gr
oup
criti
ques
.
Tea
cher
Obs
erva
tion-
Tea
cher
s m
ake
obje
ctiv
ean
d su
bjec
tive
judg
emen
ts b
ased
on
thei
r ob
ser-
vatio
ns o
f stu
dent
beh
avio
r, in
clud
ing
attit
udes
,
AP
PE
ND
IX C
inte
rest
s, e
nthu
sias
m, o
rigin
ality
and
inde
pen-
denc
e.
Stu
dent
Per
form
ance
Rec
ordi
ng th
e re
sults
of
stud
ents
' dem
onst
rate
d co
mpe
tenc
e re
veal
s th
eir
valu
es, a
bilit
y to
per
form
a c
erta
in ta
sk,
per-
sona
l exp
ress
ion
and
abili
ty to
org
aniz
e an
dex
pres
s id
eas
and
feel
ings
. Per
form
ance
test
sca
n be
writ
ten
or c
ompl
eted
thro
ugh
mak
ing
anen
d pr
oduc
t (e.
g. p
aint
ing,
dra
win
g).
Indi
vidu
al In
vent
orie
s S
tude
nt's
res
pons
es to
an in
divi
dual
inve
ntor
y re
veal
thei
r pr
efer
ence
sof
atti
tude
s to
war
d le
arni
ng a
ctiv
ities
.
Ski
ll T
ests
The
res
ults
of s
kill
test
s m
ake
pos-
sibl
e an
ass
essm
ent o
f stu
dent
abi
litie
s to
use
spec
ifics
kills
, inc
ludi
ng b
oth
tech
nica
l and
phy
si-
cal s
kills
and
abili
ties
to m
ake
aest
hetic
dec
isio
nsba
sed
on th
ese
skill
s.
Obj
ectiv
e T
ests
Stu
dent
s' r
espo
nses
to o
ral o
rw
ritte
n qu
estio
ns d
emon
stra
te a
cqui
red
know
l-ed
ge.
Sub
ject
ive
Tes
tsE
ssay
ass
ignm
ents
enc
our-
ages
tude
ntst
odem
onst
rate
thei
r ab
i lity
to th
ink
thro
ugh
prob
lem
s, a
pply
ing
thei
r to
tal e
xper
i-en
ce to
the
solu
tion
rath
er th
en m
erel
y re
peat
ing
wha
t the
y ha
ve b
een
told
.
Dis
cuss
ion
The
se d
iscu
ssio
ns a
llow
stu
dent
sto
expr
ess
oral
ly th
eir
opin
ions
, kno
wle
dge,
and
judg
emen
ts.
Sel
f-E
valu
atio
n- T
his
proc
ess
invo
lves
stud
ents
in th
e as
sess
men
t of t
heir
own
prog
ress
and
dese
rves
spe
cial
atte
ntio
n. S
tude
nts
need
hel
pin
lear
ning
to a
sses
s ac
cura
tely
thei
r ow
n gr
owth
.
Che
cklis
t- T
hese
list
s ar
e us
ed b
y th
e in
stru
ctor
to e
valu
ate
stud
ents
' abi
lity
to p
erfo
rm o
ut-
com
es.
Por
tfolio
s -
Use
d to
ass
ess
stud
ents
' art
istic
perf
orm
ance
of i
ndiv
idua
l/or
exit
outc
omes
.
Ske
tchb
ook
Thi
s pr
oces
s de
mon
stra
tes
the
stud
ents
' dai
ly r
espo
nses
to c
once
ptua
lize
and
to e
xpre
ss c
reat
ivity
.
Exh
ibiti
ons
Stu
dent
s' r
espo
nses
dem
onst
rate
visu
ally
a c
omm
and
of m
ater
ial,
orga
niza
tiona
lsk
ills,
and
exp
ress
ive
abili
ties.
Gro
up C
ritiq
ues
Thi
s pr
oces
s in
volv
es s
tude
ntre
spon
se to
thei
r's a
nd o
ther
s' w
ork
in a
sha
ring
envi
ronm
ent.
Wyo
min
g A
ris F
ilucn
tiou
Cur
ricul
umV
ISU
AL.
AR
TS
59P
aw A
- 17
CWyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
18
0
AP
PE
ND
IX C
Sam
ple
eval
uatio
n fo
rms
r rr
Sub
mitt
ed b
yW
yom
ing
educ
ator
s
By
Erin
Bow
ler
Gra
de 5
Buf
falo
Rid
ge S
chco
l61
BE
ST
CO
PY
AV
AIL
AB
LE
Art EvaluationName Grade Class
Period Project Date
1. PROJECT DUE DATE:(1 point deduction for each day up to 5th.day.Project not accepted after 5th day)
2. SPECIAL INSTRUCTIONS
POINTS
3. BASIC DESIGN:Were the basic elements used?(line, space, color, form, texture, shape)Were the principles of design used? (balance, rhythm, emphasis)
4. CRAFTSMANSHIP:Neatness? Clean lines? Clean shapes?Carelessness: smudges, glue marks, unfinished areas?Fingerprints? Messiness?Skill in finishing touches and proper use of tools, materials.
5. CREATIVITY:Imaginative? Inventiveness?Used creative expression to demonstrate theme?
6. ATTITUDE? CLASSTIME BEHAVIOR:Sincerely interested in art?Open to suggestion and helpful hints?Spends time working on art?Gets right to work each day?Respectful of others in class?Respectful of materials and equipment in art room?Is in class to learn and expand on art knowledge?
7. SELF - DISCIPLINE:Evidence of planning? Solving problems?Trying to develop new art skills and refine existing skills?Uses classtime properly?Cleans up and puts all materials, equipment in proper place?
8. PROFESSIONALISM:General appearance of art work? Quality of work?Is work suitable for public display?Acceptable for art show? Gift? Competition?
9. PRESENTATION, LABELING, MATTING:Is the art work properly matted?
rn
ca.
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
VIS
UA
L A
RT
S
Sen
ior
Hig
h A
rt
Indi
vidu
al P
rogr
ess
Rep
ort
(10
Poi
nts
Eac
h)
A. C
reat
ivity
B. S
kill
C. P
erse
rver
ance
(in
volv
emen
t in
art a
ctiv
ity)
D. N
eatn
ess
(art
wor
k an
d ar
ea).
E. K
now
ledg
e of
art
term
s.
F. C
are
of to
ols
and
equi
pmen
t.
G. A
ccom
plis
hmen
ts o
utsi
de th
e cl
assr
oom
.
H. R
espe
ct fo
r ta
lent
s of
oth
ers
(con
stru
ctiv
e cr
itici
sm).
I. R
espe
ct fo
r pe
ers
(goo
d m
anne
rs).
J. S
elf-
Dis
cipl
ine
(mat
ure
cond
uct)
.
63
Pag
e A
- 20
Juni
or H
igh
Art
Indi
vidu
al P
rogr
ess
Rep
ort
Stu
dent
Gra
de
Num
ber
of R
equi
red
Pro
ject
sN
umbe
r of
Pro
ject
s C
ompl
eted
Spe
cial
or
Ext
ra P
roje
cts
Com
plet
edT
est S
core
s
RA
TIN
GS
:E
xcel
lent
Goo
dF
air
Poo
ric
aLQ
W.W
N9i
lia&
AIIS
MO
RLI
Col
or C
once
pts
Per
spec
tive
- D
epth
Per
cept
ion
Com
posi
tion
Pro
port
ion
Des
ign
Prin
cipl
esSk
iltlg
vel-
App
licat
ion
Use
of T
ools
Use
of M
ater
ials
Nea
tnes
sA
ttitu
de. I
nter
est O
r A
bilit
yC
oope
ratio
nP
artic
ipat
ion
- F
ollo
ws
Dire
ctio
nsQ
ualit
y of
Wor
kC
are
and
Use
of M
ater
ials
Pro
mpt
ness
Res
pect
for
othe
r S
tude
nts
App
reci
atio
n fo
r ot
hers
wor
kU
se o
f Cla
ss ti
me
Wor
king
to P
oten
tial:
D Y
es G
No
Oth
er C
omm
ents
:
Ele
men
tary
Art
Indi
vidu
al P
rogr
ess
Rep
ort
Stu
dent
Rat
ings
:
Kno
wle
dge
of B
asic
Art
Con
cept
s
Gra
de
Exc
elle
ntG
ood
Fai
rP
oor
Col
orP
ersp
ectiv
e -
Dep
th P
erce
ptio
nP
ropo
rtio
nC
ompo
sitio
nB
alan
ceC
ontr
ast/H
arm
ony
Lette
ring
Ski
ll Le
vel -
App
licat
ion
Use
of T
ools
Glu
ing/
Pas
ting
Nea
tnes
sD
exte
rity
Atti
tude
- In
tere
st A
bilit
y
Coo
pera
tion
Par
ticip
atio
nQ
ualit
y of
Wor
kC
are
and
Use
of M
ater
ials
Pro
mpt
ness
Res
pect
for
Stu
dent
s &
oth
er a
rt w
ork
Use
of C
lass
Tim
eW
orki
ng to
Pot
entia
l:U
Yes
U N
oO
ther
Com
men
ts:
(2)
(3)
(2)
(2)
(3)
(2)
(2)
(3)
(3)
Stu
dent
Eva
luat
ion
FIG
UR
E C
OLL
AG
E
I cho
se a
n in
tere
stin
g fig
ure
draw
ing
with
goo
dsh
ape
and
line
varie
ty.
I use
d lig
ht, m
ediu
m, a
nd d
ark
valu
es.
utili
zed
repe
titio
n of
ele
men
ts (
colo
r, li
ne, s
hape
)
I mad
e go
od u
se o
f con
tras
t (da
rk a
reas
aga
inst
light
are
as)
I mad
e go
od u
se o
f neg
ativ
e sp
aces
(sp
ace
betw
een
obje
cts)
.
I cre
ated
inte
rest
with
text
ure.
I util
ized
rep
etiti
on o
f ele
men
ts (
colo
r, li
ne, s
hape
)
I cho
se in
tere
stin
g co
lors
and
rep
eate
d m
ost o
f the
m.
I had
goo
d w
ork
habi
ts (
didn
't w
aste
tim
e, c
lean
edup
and
wor
k is
mou
nted
and
sig
ned.
)
Tot
al(2
2 po
ssib
le)
Wyo
min
.,.; A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
65
66P
age
A-
21
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
22
67
Sym
bolic
/Exp
ress
ive
Sel
f-P
ortr
ait
(3)
Did
you
use
imag
es/d
esig
ns th
at a
repe
rson
al to
you
(te
ll ab
out y
ours
elf)
?
(3)
Doe
s th
e w
hole
pie
ce g
ive
the
view
er a
feel
ing
for
who
you
are
?
(5)
Goo
d co
mpo
sitio
n
(2)
Var
iety
of v
alue
, sca
le, a
nd/o
r co
lor
(5)
Wor
k po
ints
_(2)
Crit
ique
par
ticip
atio
n
Tot
al P
oint
s (2
0 po
ssib
le)
Des
ign
List
five
pla
ces
in y
our
surr
ound
ings
(ho
me,
sch
ool,
etc.
) w
here
you
may
see
goo
d de
sign
s. e
x: c
ooki
e pa
ckag
e.
1. 2. 3. 4. 5. Dra
w a
nd d
esig
n in
a fo
rmat
(sq
uare
, circ
le, e
tc.)
and
labe
l as
man
yel
emen
ts a
nd p
rinci
ples
as
poss
ible
. Use
the
back
of t
his
pape
r.
If yo
u co
uld
rede
sign
any
pac
kage
of f
ood
in y
our
hom
e to
mak
e it
mor
e vi
sual
ly a
ppea
ling,
wha
t wou
ld y
ou p
ick
and
draw
and
exa
mpl
eof
cha
nges
you
wou
ld m
ake?
68
Design Evaluation
(1) Used the elements and principles of design.
color texture unityline form emphasisshape repetition contrastspace value variety
(2) Lights and darks are strong.
(2) Composition shows variety in sizes.
(2) Colors work well together.
(2) Negative space is interesting.
(2) Work is original and imaginative.
(2) Work is neat and displays good craftsmanship.Did a thumbnail sketch first.
Work Habits
(5) Immediately started working on art project.Worked all penodCleaned up
(3) Wasted timeDid not participate during clean up time
Total (30 possible)
"Please do a quick thumbnail on back of page. Thanks.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
24
i0
Stu
dent
Eva
luat
ion
Wat
erco
lor
Eva
luat
ion
DID
YO
U
__ex
perim
ent b
y m
ixin
g yo
ur o
wn
colo
rs?
"run
a w
ash
?"
try
"wet
into
wet
?"
try
glaz
ing
tech
niqu
es?
use
stro
ng v
alue
s?
Writ
e do
wn
wha
t "ty
pe"
of c
olor
sch
eme
you
used
.
Rat
e yo
ur w
ork
habi
ts
(3)
grea
t to
good
(2)
som
etim
es g
ood,
som
etim
es b
ad
(1)
not p
rodu
ctiv
e
On
back
tell
me
how
you
feel
abo
ut y
our
pain
ting.
Nam
e co
llage
Mak
e a
colla
ge o
n 6
x 18
con
stru
ctio
n pa
per
usin
g tw
o le
tters
in y
our
nam
e. L
ette
rs m
ay b
e sc
ram
bled
, tilt
ed, u
psid
e do
wn,
off t
he e
dge
of th
e pa
per
any
way
, but
rem
embe
r to
use
the
basi
c el
emen
ts a
nd p
rinci
ples
of d
esig
n.
Use
any
pap
ers
or m
ater
ials
you
wan
t.
Be
crea
tive,
use
you
r im
agin
atio
n.
Che
cklis
t Eva
luat
ion:
Var
y si
zes
and
dire
ctio
ns
Hav
e sh
apes
and
line
s go
ing
off a
t lea
st tw
oed
ges
of th
e pa
per.
Var
y th
e va
lues
use
str
ong
cont
rast
s (d
ark,
ligh
t)
Is te
xtur
e pr
esen
t?
Is th
ere
unity
, doe
s it
hold
toge
ther
?
71
Stud
ent E
valu
atio
n"C
lose
Up"
Oil
Pas
tel
(2)
The
oil
past
el w
as a
pplie
d in
sol
id a
reas
for
bold
effe
cts.
(2)
The
neg
ativ
e sp
ace
is in
tere
stin
g.
(2)
I avo
ided
scr
ibbl
ing
or h
apha
zard
col
orin
g.
(2)
The
com
posi
tion
is in
tere
stin
g an
d va
ried.
I rep
eate
d co
lors
to g
ain
unity
.
(2)
I ach
ieve
d ne
w c
olor
s by
ble
ndin
g.
_(2)
I use
d lig
ht, m
ediu
m a
nd d
ark
valu
es.
(2)
I use
d go
od w
ork
habi
ts (
wor
ked
stea
dily
and
didn
't w
aste
tim
e.
2)M
y w
ork
is s
igne
d an
d m
ount
ed, p
rese
nted
in a
neat
way
.
Tot
al (
18 p
ossi
ble)
Des
ign
Box
Do
at le
ast 3
pre
limin
ary
sket
ches
.
Do
colo
r de
sign
s on
3 o
r 4
card
boar
d ca
rds.
Tap
e to
geth
er w
ith 4
of t
he c
ards
, mak
ing
a cu
be b
ox (
squa
re)
or 3
cre
atin
g a
tria
ngul
ar "
open
box
.
If yo
u ha
ve o
ther
box
sha
pe id
eas
see
me
for
an O
K.
Fill
out
an
eval
uatio
n sh
eet,
sign
box
in p
enci
l.on
botto
m o
f one
side
.
EV
ALU
AT
ION
prel
imin
ary
sket
ch
good
wor
k ha
bits
(ne
at, g
ood
use
of ti
me)
sign
ed n
ame
_use
d a
varie
ty o
f lin
es a
nd s
hape
s
info
rmal
bal
ance
, som
e sh
apes
of o
ff ed
ge
____
_con
tras
t bet
wee
n da
rk a
nd li
ght a
reas
.
patte
rned
of t
extu
red
area
s ag
ains
t pla
in o
rqui
et o
nes
for
adde
d in
tere
st
limite
d co
lor
pale
tte u
sed
rela
ted
(ana
logo
us)
colo
rs
Mom
inx
Art
s E
tluC
alim
i Cur
ricu
lum
VIS
UA
L A
RT
S72
7 3
Page
A-
25
Student Evaluation
Plaster Cast and Face Mask
(5) Clay impression from plaster mold came out with features.
(5) Clay mask is sturdy and 1/2" thick.
(5) Glaze design was well thought out and imaginative.
(5) Glazes were applied in at least two layers.
Pick one of the following working habits that fits you the best.
Working habits were.
(5) Wonderful
(3) OK.
(0) Poor.
'74
AP
PE
ND
IX D
Vis
ual A
rt T
ask
For
ce r
ecom
men
datio
nsco
ncer
ning
:ar
t cur
ricul
umsc
hool
clim
ate
staf
fing
equi
pmen
t, fa
cilit
ies
and
mat
eria
lsad
voca
cy
SCH
OO
L A
RT
CU
RR
ICU
LU
M
Sch
ools
mus
t im
plem
ent a
qua
litat
ive
and
sequ
entia
l (K
-12)
art
cur
ricul
um th
at p
rovi
des
for
mea
ning
ful s
elf e
xpre
ssio
n of
ALL
stu
dent
s. T
heid
eal c
urric
ulum
inte
grat
es p
rodu
ctio
n, a
esth
etic
s,ar
t his
tory
, and
crit
icis
m in
a w
holis
tic w
ay th
atac
com
mod
ates
indi
vidu
al le
arni
ng s
tyle
s. T
his
appr
oach
mus
t als
o pr
ovid
e fo
r cr
eativ
e an
ddi
verg
ent t
hink
ing
and
inte
grat
ion
with
oth
ersu
bjec
t are
as.
SCH
OO
L C
LIM
AT
E
Sch
(x)I
clim
ate
is a
n es
sent
ial e
lem
ent i
n th
elea
min
gpr
oces
s. T
here
fore
, in
orde
r to
acc
ompl
ish
our
goal
, it i
s ne
cess
ary
to:
reco
gniz
e st
uden
t art
wor
k as
ess
entia
l
dist
ribut
e ar
t com
mun
icat
ions
info
rm p
aren
ts o
f stu
dent
pro
gres
s an
dpr
ogra
m in
form
atio
nen
cour
age
pare
ntal
invo
lvem
ent
invo
lvea
rted
ucat
orsw
ithin
serv
iceo
ncur
rent
teac
hing
tech
niqu
es a
nd s
trat
egie
s
enco
urag
e co
mm
unity
sup
port
thro
ugh
the
med
ia
ST
AF
FIN
G C
ON
CE
RN
S
In o
rder
to s
uppo
rt a
rt a
s a
basi
c in
the
curr
icul
um,
dist
ricts
mus
t hav
e an
app
ropr
iate
sta
ff of
trai
ned
art e
duca
tors
/spe
cial
ists
. The
vis
ual a
rts
task
forc
e re
com
men
ds th
e fo
llow
ing:
one
teac
her
per
elem
enta
ry b
uild
ing
each
teac
her
will
hav
e a
degr
ee in
art
stud
io a
rt te
achi
ng a
ides
sho
uld
be a
vaila
ble
regu
lar
prog
ram
of v
isiti
ng a
rtis
ts o
r ar
tists
-in
-res
iden
ce s
houl
d be
ava
ilabl
ein
-ser
vice
tim
e re
gard
ing
the
arts
sho
uld
beof
fere
d f r
e lu
ently
ther
e sh
ould
bea
n ar
t coo
rdin
ator
at t
he s
tate
and
loca
l lev
elev
ery
educ
ator
sho
uld
have
acc
ess
toth
e ar
t
coor
dina
tors
EQ
UIP
ME
NT
, FA
CIL
ITY
AN
D M
AT
ER
IAL
S
In o
rder
for
faci
litie
s to
be
safe
and
con
duci
ve to
a
Wyo
min
gA
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
lea
min
g en
viro
nmen
t it i
s ne
cess
a ry
to h
ave
prop
er
spac
e, e
quip
men
t and
mat
eria
ls,
such
as
the
follo
win
g:ap
prop
riate
faci
litie
sand
equi
pmen
t for
spec
ial
popu
latio
nssa
fe a
nd h
azar
d-fr
ee a
reas
sink
s in
eac
h ar
t roo
mad
equa
te s
tora
ge fa
cilit
ies
clas
sroo
m fa
cilit
ies
spec
ializ
ed fo
r th
ecu
rric
ulum
and
pla
nned
wor
k to
be
acco
mpl
ishe
ddi
spla
y ar
eas
for
wor
ks o
f art
sapp
ropr
iate
lyve
nted
clas
sroo
msa
ndki
lnar
eas
AD
VO
CA
CY
In W
yom
ing,
sch
ool d
istr
icts
are
loca
lly c
on-
trol
led,
whi
ch e
nabl
es th
e co
mm
uni t
y to
dire
ctly
influ
ence
the
type
s of
pro
gram
s pr
esen
ted
in a
scho
ol. T
here
fore
, adv
ocac
y ef
fort
s fo
r ar
ts p
ro-
gram
min
g sh
ould
occ
ur o
n an
ong
oing
bas
is to
mai
ntai
n an
effe
ctiv
e, s
tron
g ar
t pro
gram
. If w
eca
re a
bout
art
s ed
ucat
ion
we
mus
tbec
ome
ac-
tive,
voc
al a
nd m
ore
invo
lved
.
Pag
e A
- 27
Wyo
min
gA
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
28
AP
PE
ND
IX D
The
follo
win
g ad
voca
cy e
ffort
s ha
ve p
rove
n to
he s
ucce
ssfu
l and
may
be
bene
ficia
l.
P A
ll ar
t edu
cato
rs s
houl
d be
enc
oura
ged
to:
-bec
ome
mem
bers
in s
tate
and
loca
l art
org
a-ni
zatio
ns-a
ssis
t stu
dent
s in
atte
ndin
g an
d pa
rtic
ipat
-in
g in
sta
le, r
egio
nal,
natio
nal a
ndin
tern
atio
nal s
how
s-d
evel
op a
nd m
aint
ain
posi
tive
peer
rel
atio
nsw
ith te
ache
rs o
utsi
de th
e ar
t fie
ldco
llabo
rate
on
inte
grat
ive
effo
rts
prov
idin
gfo
r w
holis
tic e
duca
tion
beco
me
fam
iliar
with
art
s ed
ucat
ion
advo
-ca
cy r
esou
rces
ava
ilabl
e fr
om:
Nat
iona
l Art
Edu
catio
n A
ssoc
iatio
n(N
AS
A)
Wyo
min
g A
llian
ce fo
r A
rts
Edu
catio
n(W
AR
E)
Wyo
min
g A
rts
Cou
ncil
(WA
C)
-atte
nd, s
tate
, reg
iona
l and
nat
iona
l art
s ed
u-ca
tion
wor
ksho
ps a
nd c
onfe
renc
es a
ndsh
are
info
rmat
ion
with
col
leag
ues
7 7
The
sch
ool i
tsel
f sho
uld:
-exh
ibit
stud
ent v
isua
l art
wor
k an
d pr
ovid
e
for
exhi
bitin
g ou
tsid
e of
sch
ool,
incl
udin
gco
mm
unity
eve
nts
-inco
rpor
ate
fine
arts
nig
hts
-be
invo
lved
in n
atio
nal a
rt m
onth
act
iviti
es.
incl
udea
rt in
form
atio
n in
loca
l new
s so
urce
s-e
stab
lish
stud
ent a
rts
awar
ds p
rogr
ams
-offe
r ex
trac
urric
ular
art
act
iviti
es, i
nclu
ding
the
oppo
rtun
ity to
lette
r in
art
-enc
oura
gede
velo
pmen
tof a
stu
dent
cha
pter
of th
e N
atio
nal A
rt H
onor
Soc
iety
-dev
elop
com
mun
ity/b
usin
ess
part
ners
hips
for
the
arts
(i.e
.. co
rpor
ate
spon
sors
hips
of
art b
illbo
ards
feat
urin
g st
uden
t wor
k)em
phas
ize
to c
omm
unity
, fac
ulty
and
stu
-de
nts
the
impo
rtan
ce o
f hig
her
leve
lth
inki
ng s
kills
lear
ned
in a
rt
Stu
dent
art
exh
ibiti
ons
can:
allo
w s
tude
nts
the
oppo
rtun
ity to
dis
play
thei
r ar
twor
k ou
tsid
e of
the
art r
oom
, pro
-vi
ding
a fo
rum
whe
re s
tude
nts
can
see
thei
r w
ork
as w
ell a
s th
e w
ork
of o
ther
s,gi
ving
them
the
chan
ce to
eva
luat
e an
dm
ake
criti
cal j
udge
men
ts o
f wor
kste
ach
stud
ents
the
impo
rtan
ce o
f pro
per
met
hods
of d
ispl
ayin
g ar
t wor
k, in
volv
ing
the
com
mun
ity in
the
art p
rogr
am, h
elpi
ngbu
ild s
tude
nt p
ride,
sel
f est
eem
and
con
fi-de
nce,
and
a g
reat
er c
omm
unity
aw
aren
ess
of th
e ar
t pro
gram
-pro
vide
for
cont
inua
l dis
play
of a
rt w
ork
atth
e sc
hool
and
rel
ated
bui
ldin
gs s
uch
aslib
rarie
s, c
entr
al a
dmin
istr
atio
n of
fices
, and
othe
r co
mm
unity
faci
litie
s, o
ften
in c
on-
junc
tion
with
var
ious
civ
ic e
vent
s-b
e a
key
elem
ent i
n de
velo
ping
a s
tron
gsu
cces
sful
art
pro
gram
. T
he fo
llow
ing
is a
listo
f sta
tew
ideo
ppor
tuni
ties
for
stud
ents
toen
ter
and
exhi
bit w
orks
of a
rt:
Sta
te H
igh
Sch
ool S
ympo
sium
Art
Sho
wC
ongr
essi
onal
Art
Com
petit
ion
Sta
teH
igh
Sch
ool
Sch
olar
ship
Com
petit
ion
Mar
ie W
alsh
Sha
rp A
rt C
ompe
titio
n fo
rJu
nior
s (S
umm
er in
stitu
te fo
r se
lect
edju
nior
s)C
ount
y fa
irsLo
cal g
alle
ry s
how
sR
egio
nal a
nd lo
cal s
how
s in
ban
ks a
ndbu
sine
sses
, mus
eum
s, a
nd r
ecre
atio
nde
part
men
ts
78
AP
PE
ND
IX D
Idea
s fo
r sm
all v
isua
l art
s bu
dget
s w
ith fe
w r
esou
rces
By
Sha
ron
Mer
scha
t
For
thec
lass
room
/art
teac
her
with
no
reso
urce
san
d lit
tle m
onie
s to
spe
nd, t
he fo
llow
ing
sour
ces
are
avai
labl
e an
d in
expe
nsiv
e:
Use
you
r ca
mer
a
Tak
e ph
otos
or
slid
es o
f you
r co
mm
unity
, its
publ
ic a
rt, a
rchi
tect
ure,
sto
refr
onts
, eve
n th
esc
hool
.
Whe
n yo
u tr
avel
and
vis
it ar
t gal
lerie
s or
mus
eum
s, it
is u
sual
ly p
ossi
ble
to ta
kepi
ctur
es o
r sl
ides
if y
ou a
sk p
erm
issi
on fi
rst.
For
art
his
tory
pur
pose
s, s
lides
can
be
take
nfr
om m
ost a
rt b
ooks
, esp
ecia
lly la
rge
form
aton
es.
Tap
e ar
t spe
cial
s fr
om T
V (
espe
cial
ly p
ublic
TV
)
.M
ake
your
ow
n vi
deo
or, b
ette
r ye
t, ha
vest
uden
ts d
o it.
Use
"A
rt N
ews"
, "A
rtin
Am
eric
a",
"Sm
ithso
nian
", m
useu
m c
atal
ogue
s, p
ostc
ards
,ca
lend
ars,
gre
etin
g ca
rds.
The
se in
expe
nsiv
e an
d m
any
times
don
ated
visu
als
can
be c
ut a
nd la
min
ated
for
bulle
tinbo
ards
, gro
up o
r te
am a
ctiv
ities
, gam
es (
like
conc
entr
atio
n, p
uzzl
es)
etc.
Don
't fo
rget
us.
.xl b
ooks
tore
s, li
brar
y sa
les
and
othe
r pl
aces
with
use
d bo
oks
and
mag
azin
es.
Tal
k is
che
ap a
nd w
e fin
d th
at s
tory
-tel
ling
and
dram
atiz
atio
n as
sist
in th
e ch
ild's
abi
lity
tovi
sual
ize
and
imag
ine
crea
tivel
y.
Scr
oung
e fo
r le
ftove
r, c
asta
way
, and
uns
old
item
s an
d as
k. D
ecem
ber
31 is
a g
ood
day
for
this
, fro
m b
usin
ess
man
ager
s w
ho d
on't
wan
t to
inve
ntor
y ev
eryt
hing
any
way
. Tel
l the
m it
's fo
rth
e sc
hool
chi
ldre
n.
Bor
row
man
y ot
her
scho
ols
and
indi
vidu
als
are
will
ing
to lo
an th
ings
, if y
ou m
aint
ain
a go
od
repu
tatio
n fo
r ca
refu
l tre
atm
ent o
f the
item
s an
dpr
ompt
, per
sona
l ret
urn.
Hav
ing
the
child
ren
send
a th
ank
you
note
doe
sn't
hurt
, eith
er.
Fin
ally
, a r
esou
rce
for
inex
pens
ive
post
card
san
d po
ster
s, w
ith h
undr
eds
of a
rtis
ts to
cho
ose
from
is:
Pub
licat
ion
Sal
esN
atio
nal G
alle
ry o
f Art
Was
hing
ton,
D.C
. 205
65
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
VIS
UA
L A
RT
S
7980
Pag
e A
29
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
30
1
AP
PE
ND
IX F
Res
ourc
es:
loca
l, st
ate,
reg
iona
l and
nat
iona
l
Res
ourc
e lis
t of o
rgan
izat
ions
and
Uni
vers
ity o
f Wyo
min
g A
rt D
epar
tmen
tS
nake
Riv
er In
stitu
teW
yom
ing
Cou
ncil
on th
e H
uman
ities
pers
onne
l who
may
ass
ist i
n th
eM
ary
Jane
Edw
ards
Mic
helle
Sul
livan
, Dire
ctor
Bob
You
ng, D
irec
tor
prom
otio
n of
Vis
ual A
rt E
duca
tion.
Lara
mie
, WY
820
71P
.O. B
ox 7
724
P.O
. Box
364
3, U
nive
rsity
Sta
tion
Jack
son,
WY
830
01La
ram
ie, W
Y 8
2071
-397
2S
TA
TE
WID
E O
RG
AN
IZA
TIO
NS
Wes
tern
Wyo
min
g C
omm
unity
Col
lege
Art
Dep
artm
ent
Tim
Eva
ns, S
tate
Fol
klor
ist
Wyo
min
g E
duca
tion
Ass
ocia
tion
Cas
per
Col
lege
Art
Dep
artm
ent
2500
Col
lege
Driv
eB
ox 4
036
Bob
Lei
nius
, Dire
ctor
125
Col
lege
Driv
eP
.O. B
ox 4
28U
nive
rsity
Sta
tion
115
Eas
t 22n
d S
t.
Cas
per,
WY
826
01R
ock
Spr
ings
, WY
829
01La
ram
ie, W
Y 8
2071
Che
yenn
e, W
Y 8
2001
Cen
tral
Wyo
min
g C
olle
ge A
rt D
ept.
Buf
falo
Bill
His
toric
al C
ente
rW
yom
ing
Dep
artm
ent o
f Edu
catio
nW
yom
ing
Gam
e an
d F
ish
2660
Pec
k A
venu
eJo
y C
omst
ock,
Dire
ctor
of E
duca
tion
Hat
haw
ay B
uild
ing,
2nd
Flo
or54
00 B
isho
p B
lvd.
Riv
erto
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-152
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.O. B
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2002
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2002
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2414
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3200
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t C S
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19
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oc.
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Y 8
2240
2515
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Ave
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cros
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Y 8
2835
Pam
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ft
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mie
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nty
Com
mun
ity C
olle
geC
heye
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WY
820
01V
ery
Spec
ial A
rts
Box
277
Enc
ampm
ent,
WY
823
2514
00 E
ast C
olle
ge D
rive
Div
isio
n of
Life
long
Lea
rnin
g an
dN
oree
n Sa
mue
lson
Che
yenn
e, W
Y 8
2007
Inst
ruct
ion
Life
long
Lea
rnin
g C
ente
r16
03 C
apito
l Ave
.W
yo T
heat
reIn
c.
Bob
Fry
Sui
te 2
0542
N. M
ain
Nor
thw
est C
olle
ge A
rt D
epar
tmen
t33
6 S
umm
itP.
0. 2
861
She
ridan
, WY
828
01
Pow
ell,
WY
824
35E
vans
ton,
WY
Che
yenn
e, W
Y 8
2002
She
ridan
Col
lege
Art
Dep
artm
ent
3059
Col
leen
Ave
.P
.O. B
ox 1
500
She
ridan
, WY
828
01
Nic
olay
sen
Art
Mus
eum
Kat
hy S
hiro
ki, E
duca
tion
400
E. C
ollin
s
Wyo
min
g A
llian
ce fo
r A
rts
Edu
catio
nW
ade
War
d10
1 12
th S
tree
tW
heat
land
, WY
822
01
NA
TIO
NA
L A
RT
S E
DU
CA
TIO
NR
ES
OU
RC
ES
Cas
per,
WY
826
01U
nive
rsity
of W
yom
ing
Art
Mus
eum
Wyo
min
g A
rts
Cou
ncil
Am
eric
an C
ounc
il fo
r th
e A
rts
Bar
bra
Wes
terf
ield
Roc
k S
prin
gs F
ine
Art
s C
ente
rA
rts
in E
duca
tion
Coo
rdin
ator
1285
Ave
nue
of th
e A
mer
icas
Box
380
7 U
nive
rsity
Sta
tion
Hen
ry C
hade
y23
20 C
apito
l Ave
.,3r
d F
loor
Lara
mie
, WY
820
71R
ock
Spr
ings
, WY
829
01C
heye
nne,
WY
820
02N
ew Y
ork,
NY
100
19
82
AP
PE
ND
IX F
Am
eric
an In
stitu
te o
f Arc
hite
cts
(AiA
)17
35 N
ew Y
ork
Ave
.W
ashi
ngto
n, D
C 2
0036
Art
s P
rope
lP
ittsb
urgh
Pub
lic S
choo
ls34
1 S
outh
Bel
lefie
ld A
ve.
Pitt
sbur
gh, P
A 1
5213
Edu
catio
nal P
rogr
ams
Info
rmat
ion
Ser
vice
sB
ox 4
0077
Duk
e U
nive
rsity
Dur
ham
, N C
277
06-0
077
Env
ironm
enta
l Im
ages
3001
Str
eet,
NE
, Sui
te 1
01W
ashi
ngto
n, D
C 2
0002
Get
ty C
ente
r fo
r T
he A
rts
in E
duca
tion
1875
Cen
tury
Par
k E
ast,
Sui
te 2
300
Los
Ang
eles
, CA
900
67-2
561
I {a
rVel
rd
Pro
ject
Zer
o32
3 Lo
ngfe
llow
Hal
lA
ppia
n W
ayC
ambr
idge
, MA
021
38
Mar
c' W
alsh
Sha
rpe
Fou
ndat
ion
Joyc
e R
obin
son
711
N. T
eton
St.
Sui
te B
.C
olor
ado
Spr
ings
, CO
809
03
Nat
iona
l Alli
ance
for
Art
s E
duca
tion
The
Joh
n F
. Ken
nedy
Cen
ter
for
The
Per
form
ing
Art
sW
ashi
ngto
n, D
C 2
0566
-000
4
Nat
iona
l Art
Edu
catio
n A
ssoc
iatio
n19
16 A
ssoc
iatio
n D
rive
Res
ton,
VA
220
91
Nat
iona
l Ass
embl
yof
Loc
al A
rts
Age
ncie
s (N
ALA
A)
Rob
ert L
ynch
, Dire
ctor
1785
Mas
sach
uset
ts A
venu
e, N
.W.
Sui
te 4
13W
ashi
ngto
n, D
C 2
0036
Nat
iona
l Ass
embl
yofS
tate
Art
s A
genc
ies
1010
Ver
mon
t Ave
nue,
N. W
., S
uite
920
Was
hing
ton,
DC
200
05
Nat
iona
l Cou
ncil
on E
duca
tion
for
the
Cer
amic
Art
sP
.O. B
ox 1
677
Ban
don,
OR
974
11
Nat
iona
l End
owm
ent f
or th
e A
rts
Nan
cy H
anks
Cen
ter
1100
Pen
nsyl
vani
a A
venu
e, N
. W.
Was
hing
ton,
D C
205
06
Nat
iona
l End
owm
ent f
or th
e H
uman
ities
1100
Pen
nsyl
vani
a A
venu
e, N
WW
ashi
ngto
n, D
C 2
0506
Nat
iona
l Ins
titut
eof
Arc
hite
ctur
al E
duca
tion
30 W
. 22n
d S
tree
tN
ew Y
ork,
New
Yor
k 10
010
Urb
an G
atew
ays
Ron
nie
Har
tfiel
d34
3 S
outh
Dea
rbor
n S
tree
t, S
uite
500
Chi
cago
, Illi
nois
606
04
You
ng A
udie
nces
Inco
rpor
ated
1415
Lar
imer
St.
Den
ver,
CO
802
03
Ref
eren
ce M
ater
ials
MA
GA
ZIN
ES
Art
and
Man
pub
licat
ion
Art
Edu
catio
n
Art
in A
mer
ica
Art
is E
lem
enta
ry
Art
Met
hod
and
Med
ia
Art
New
s
Art
s an
d A
ctiv
ities
Con
nect
Mag
azin
e/ar
ts e
duca
tion
listin
gon
TV
Dis
cove
rArt
Res
earc
h in
Art
s E
duca
tion
Sher
woo
d A
rts
Prod
ucat
ions
/ Dav
isPu
blic
atio
n/ W
ilton
Smith
soni
an
Stud
ies
in A
rt E
duca
tion
Stud
ies
in A
rts
Edu
catio
n Jo
urna
l of
Issu
esan
d R
esea
rch
The
Cre
ativ
e C
hild
Qua
rter
ly
The
Jou
rnal
of
Cre
ativ
e B
ehav
ior
Tim
eNeu
tsrv
eek
I'Vym
nuN
Art
s /'h
ue/J
.0n
Cur
ricu
lum
VIS
UA
L A
RT
S84
Page
A-
31
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mV
ISU
AL
AR
TS
Page
A-
32
85
AP
PE
ND
IX F
BO
OK
S A
ND
AR
TIC
LES
Am
osky
, Jim
.D
raw
ing
life
in m
otio
n.D
raw
ing
from
natu
re. L
othr
op. L
ee a
ndS
hepa
rd P
ublic
atio
ns
Art
educ
atw
n: a
gui
de to
cur
ricu
lum
pla
n-
ning
.W
isco
nsin
Dep
artm
ent o
f Pub
licIn
stru
ctio
n, 1
25 S
outh
Web
ster
St.
P.O
.B
ox 7
841,
Mad
ison
, WI.
5370
7-78
41 B
ul-
letin
#61
01
Bel
l, D
enis
e an
d E
l iju
h M
iroch
nik
(198
9)A
Gui
debo
okto
Sel
ecte
d Pr
ojec
ts in
Des
ign
Edu
catio
n.M
assa
chus
etts
Cou
ncil
onth
e A
rts
and
Hum
aniti
es w
ith T
heA
mer
ican
Inst
itute
of A
rchi
tect
s an
d T
heB
osto
n S
ocie
ty o
f Arc
hite
cts.
Bro
mm
er, G
eral
d F
., H
orn
F.,
(198
5) A
rtin
You
r V
isua
l Env
iron
men
t. D
avis
Publ
i-ca
tion
Inc.
, Wor
dste
r, M
assa
chus
etts
.
Bro
okes
,M
ona.
Dra
win
g un
th c
hild
ren.
Bro
wn,
Lau
ann.
Art
app
reci
atio
n fo
r th
epo
psic
le g
ener
atio
n.G
ood
App
le P
ubli-
tions
Dan
iels
on, C
haro
lette
. Int
rodu
cing
out-
com
e -b
ased
educ
atio
n.O
utco
mes
Ass
ocia
tes.
P.O
. Box
104
6, M
onro
e, W
A.
0827
2.
Doo
rnek
, Ric
hard
, et_
al_
(19
87)
AG
uide
for
Spec
ial A
rt.
Milw
auke
e P
ublic
Sch
ools
.
Edw
ards
, Bet
ty.
Dra
win
g on
the
artis
tur
tthin
. Dra
win
g on
the
righ
t sid
e of
the
brai
n.
Get
ty C
ente
r fo
r th
e A
rts.
(19
85)
Bey
ond
crea
ting:
the
plac
e fo
r ar
t in
Am
eric
a's
scho
ols.
Los
Ang
eles
, J. P
aul G
etty
Tru
st
Jaco
bs, H
eidi
, Hay
s,(1
989)
bite
rdis
cipl
i-na
r y
Cur
ricu
lum
:D
esig
nan
dIm
plem
enta
tion
Ass
ocia
tion
for
Supe
rvi-
sion
and
Cur
ricu
lum
Dev
elop
men
t.12
50
N. P
itt S
tree
t, A
lexa
ndria
, VA
, 223
14,
AS
CD
Sto
ck N
o. 6
11-8
9156
John
son
City
Cen
tral
Scho
ols.
The
net
-w
ork
for
Out
com
e-B
ased
Sch
ools
.66
6
Rey
nold
s R
oad,
Joh
nson
City
, NY
137
90.
John
McL
augh
lin. (
1990
)B
uild
ing
a ca
sefo
r A
rts
Edu
catio
n: A
rt A
nnot
ated
Bib
liog-
raph
y of
May
or R
esea
rch.
Ken
tuck
yA
llian
ce fo
r A
rts
Edu
catio
n an
d T
heK
entu
cky
Art
s C
ounc
il.
Nat
iona
l End
owm
ent f
or th
e A
rts.
(19
89)
Tow
ard
civi
lizat
ion:
a r
epor
t on
arts
edu
ca-
tion.
Pet
erso
n, C
harle
s R
. (19
88)
AR
esou
rce
Gui
de in
the
Vis
ual A
rts
for
You
th w
ithE
xcep
tiona
l Nee
ds.
St. N
orbe
rt C
olle
ge.
Seco
nd P
rint
ing.
Rag
an, R
osal
ind.
(19
88)A
rtta
lk. G
lenc
oeP
ublis
hing
Co.
, Ben
nett
and
McK
nigh
tD
ivis
ion,
153
19 C
hats
wor
th S
t., M
issi
onH
ills,
Cal
iforn
ia 9
1345
Rho
des,
Dan
.C
lay
and
glaz
esfo
r th
epo
tter.
Rod
rigue
z, S
usan
. (19
84)
Spec
ial A
rtis
ts'
Han
dboo
k:A
rt A
ctiv
ities
and
Ada
ptiv
e A
ids
for
Han
dica
pped
Stu
dent
s.N
ew J
erse
y:P
rent
ice-
Hal
l, In
c.
San
dler
, Ala
n.L
earn
ing
By
Des
ign.
The
Env
ironm
enta
l Edu
catio
n P
rogr
am O
fT
he A
mer
ican
Inst
itute
of A
rchi
tect
s. T
heA
mer
ican
Inst
itute
s of
Arc
hite
cts,
173
5N
ew Y
ork
Ave
. N. W
., W
ashi
ngto
n, D
.C.
2000
6
The
Sou
rceb
ook,
Am
eric
an In
stitu
te o
fA
rchi
tect
s.
Tof
ts, H
anna
h.T
he p
rint
hoo
k. T
he p
aint
hook
.S
imon
and
Sch
uste
r P
ublic
atio
ns.
Wol
f, T
. (19
83)
The
art
s go
to s
choo
l.N
ewE
ngla
nd F
ound
atio
n fo
r th
e A
rts.
Mas
sa-
chus
etts
.
80
w0Z0
IL,z0
Dan
ce
S9
Wyo
min
g A
rts
Edu
catio
n C
urt i
culu
rnD
AN
CE
BE
ST C
OPY
AV
AIL
AB
LE
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
Page
B-2
Dan
ce c
urric
ulum
Intr
oduc
tory
Sta
tem
ent
Bec
ause
we
live
in a
mod
ern
wor
ld o
f m
any
poss
ibili
-tie
s, s
tude
nts
shou
ld b
e gi
ven
the
oppo
rtun
ityto
vie
wth
is w
orld
thro
ugh
vari
ous
mod
es o
fund
erst
andi
ng s
oth
ey m
ay d
evel
op a
s co
mpl
ete
hum
an b
eing
s.D
ance
prov
ides
a m
eans
of
perc
eivi
ng a
ndun
ders
tand
ing
the
wor
ld in
whi
ch w
e liv
e, w
hich
is d
istin
ct a
nd s
epar
ate
from
lear
ning
pra
ctic
es w
hich
are
trad
ition
ally
seq
uen-
tial a
nd li
near
.T
he in
form
atio
n em
bodi
ed in
this
publ
icat
ion
has
been
dev
elop
ed to
pre
sent
the
uniq
ueat
trib
utes
of
danc
e as
an
art e
xper
ienc
e.
Dan
ce s
houl
d be
con
side
red
an in
tegr
al p
art
of th
ecu
rric
ulum
. Dan
ce s
houl
d be
pre
sent
ed a
s a
disc
iplin
ew
hich
incl
udes
:a
body
of
know
ledg
ea
way
of
perc
eivi
ng a
ndun
ders
tand
ing
the
wor
ldus
e of
exp
erim
enta
l ele
men
tsw
hile
mov
ing
in ti
me
and
spac
e
91
Mov
emen
t sho
uld
be p
rese
nted
as
an e
ffec
tive
lear
ning
tool
whi
ch in
corp
orat
es im
port
ant'p
sych
olog
ical
and
soci
olog
ical
ben
efits
. Stu
dent
s sh
ould
be
offe
red
non-
stre
ssfu
l dan
ce e
xper
ienc
es w
hich
foc
us o
nda
nce
asm
eani
ngfu
l ind
ivid
ual e
xpre
ssio
n. D
ance
sho
uld
also
be o
ffer
ed a
s an
aft
er s
choo
l ext
ra-c
urri
cula
rac
tivity
,af
ford
ing
addi
tiona
l tra
inin
g an
d op
port
uniti
esfo
r pe
r-fo
rmin
g.
An
effe
ctiv
e K
-12
danc
e cu
rric
ulum
sho
uld
incl
ude
abo
dy o
f co
nten
t; sp
ecia
l con
side
ratio
n of
cla
sssc
hedu
l-in
g; a
ppro
pria
te s
taff
ing,
and
sta
ff d
evel
opm
ent;
prop
erfa
cilit
ies,
equ
ipm
ent,
mat
eria
ls, a
nd s
uppl
ies;
and
advo
-ca
cy. T
he D
ance
Tas
k Fo
rce
reco
mm
enda
tions
for
thes
eco
nsid
erat
ions
are
fou
nd in
the
App
endi
ces
follo
win
gcu
rric
ulum
rec
omm
enda
tions
.
92
v
r
i. 4,
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
)AN
CL
9394
Page
8-3
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
EP
age
B-4
Leve
l one
out
com
esA
esth
etic
s
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Part
icip
ate
in n
ew d
ance
exp
erie
nces
in a
ndou
tsid
e th
e sc
hool
env
iron
men
t as
they
rea
ctto
pub
lic p
erfo
rman
ces
Dev
elop
a p
erso
nal d
ance
und
erst
andi
ng a
ndvo
cabu
lary
for
des
crib
ing
and
valu
ing
danc
eas
an
art
reac
t to
danc
e as
an
art i
n vi
deo
and
tele
visi
onpr
oduc
tions
repo
rt u
pon
danc
e as
art
in b
ooks
, mag
azin
esan
d ne
wsp
aper
s
Crit
icis
mB
y co
mpl
etio
n of
gra
de f
ive,
stu
dent
s w
ill:
Ana
lyze
and
sta
te th
eir
reac
tion
to th
e ph
ysic
alre
spon
se o
f em
otio
ns in
cho
reog
raph
y as
they
-int
erpr
et th
e m
eani
ng in
mov
emen
tho
w d
oes
the
mov
emen
t mak
e yo
u fe
el?
95
wha
t doe
s it
mea
n?w
hat d
oes
it m
ake
you
thin
k ab
out?
obse
rve,
des
crib
e,an
alyz
e an
djud
gem
over
nent
sequ
ence
s an
d ch
oreo
grap
hy (
oral
ly: K
-3,
wri
tten
and/
or o
rally
: 4-5
)-
reco
gniz
eand
dem
onst
rate
thec
reat
ivea
spec
tsof
mov
emen
t
Iden
tify
and
desc
ribe
fee
lings
abo
ut p
eer
wor
kan
d pr
ofes
sion
al w
ork
as th
ey le
arn
to-v
alue
rol
es o
f da
ncea
rfi
sts
and
danc
e as
art
inso
ciet
ype
rcei
ve a
nd d
iscu
ss a
esth
etic
ele
men
ts in
vari
ous
danc
e fo
rms
of th
eir
own
and
ofot
her
artis
ts
His
tory
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Rec
ogni
ze a
nd d
istin
guis
h th
roug
h pe
rfor
-m
ance
that
dan
ce h
as a
pas
t, pr
esen
t and
futu
re, i
.e.,
danc
e as
art
, ritu
al o
r re
crea
tion
Part
icip
ate
in d
ance
s fr
om v
ario
us e
ras
or d
is-
cipl
ines
Des
crib
e ba
sic
elem
ents
cha
ract
eris
tic to
the
follo
win
g da
nce
form
s: b
alle
t, so
cial
, eth
nic,
mod
em a
nd ja
zz
' Inv
estig
ate
thei
r co
mm
unity
and
/or
thei
r ow
net
hnic
ori
gins
by
perf
orm
ing
and
part
icip
at-
ing
in v
ario
us d
ance
s
Pro
duct
ion
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Exp
erie
nce
and
crea
te d
ance
thro
ugh
basi
c an
dex
plor
ator
y m
ovem
ent,
incl
udin
g th
e ab
ility
to -dem
onst
rate
an
awar
enes
s of
the
body
, as-
sess
ing
the
com
mun
icat
ion
pote
ntia
l of
body
mov
emen
t-i
dent
ify
body
par
ts a
nd e
xplo
re a
nd d
emon
-st
rate
the
mov
emen
t pot
entia
l in
sing
lebo
dy p
arts
-des
crib
e an
d ex
plai
n ho
w n
atur
al m
ovem
ent
is e
xecu
ted
-exe
cute
the
elem
ents
of
time,
spa
ce a
nd e
n-er
gy in
an
orig
inal
mov
emen
t phr
ase
99
LEV
EL
ON
E
-per
form
and
dis
play
a k
now
ledg
e of
non
-lo
com
otor
ski
lls, i
nclu
ding
axia
l-be
ndin
g an
d tw
istin
gen
ergy
spac
e-pe
rson
al s
pace
and
the
spac
e of
othe
rs
conc
epts
-dir
ectio
n, le
vel,
path
ssh
ape-
circ
ular
,cur
ved
lines
and
stra
ight
lines
Exp
erie
nce
the
phys
ical
pro
pert
ies
of b
asic
mov
emen
t as
they
- de
mon
stra
te b
asic
kno
wle
dge
of la
ws
ofgr
avity
, cen
trif
ugal
for
ce, t
orqu
e an
dba
lanc
e-g
ain
a ki
nest
hetic
aw
aren
ess
of b
ody
posi
tions
, dir
ectio
ns, m
ovem
ent t
hrou
ghsp
ace,
spe
ed, d
egre
es o
f te
nsio
n, r
elax
atio
nan
d rh
ythm
-inc
reas
e in
divi
dual
mot
or e
ffic
ienc
y an
dki
nest
hetic
sen
sibi
lity
Perf
orm
bas
ic e
lem
ents
of
danc
e as
stu
dent
s-
exec
ute
a m
inim
um o
f fi
ve d
iffe
rent
qua
litie
s
(sw
ing,
per
cuss
ion,
sta
ccat
o, v
ibra
tory
,su
stai
ned,
col
laps
e)
- de
mon
stra
te a
nd p
erfo
rm th
e us
e of
loco
mot
or s
kills
and
com
bina
tions
ther
eof
(run
, wal
k, e
tc.)
- co
mbi
ne a
nd p
erfo
rm o
rigi
nal m
ovem
ent
phra
sesc
ombi
ning
for
m, v
arie
ty, r
epet
ition
and
cont
rast
-cre
ate
and
expe
rien
ce d
ance
as
expr
essi
onin
corp
orat
ing
feel
ings
, em
otio
ns a
nd id
eas
Dem
onst
rate
cul
tura
l aw
aren
ess,
and
an
iden
-tif
icat
ion
with
a c
ultu
re th
roug
h th
epe
rfor
man
ceof
trad
ition
al a
nd m
ultic
ultu
ral
danc
e
Part
icip
ate
in m
ovem
ent e
xper
ienc
es u
sing
the
basi
c el
emen
ts to
pro
duce
a p
hras
e of
mov
e-m
ent i
n w
hich
stu
dent
s-i
ncor
pora
te d
ance
ele
men
ts w
ithin
a s
impl
e
phra
se-
perf
orm
mov
emen
t seq
uenc
es f
or c
lass
mat
esan
d in
stru
ctor
-pro
duce
info
rmal
pro
duct
ions
for
par
ents
and
othe
r cl
asse
s-d
emon
stra
te d
ance
pro
fici
ency
by
crea
ting
and
exec
utin
g se
t mov
emen
t pat
tern
s or
chor
eogr
aphy
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
E97
BE
ST
CO
PY
AV
AIL
AB
LE98
Pag
e B
-5
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
99
Page
B-6
Leve
l tw
o ou
tcom
esA
esth
etic
sB
y co
mpl
etio
n of
gra
de e
ight
, stu
dent
s w
ill:
Eng
age
in n
ew d
ance
exp
erie
nces
by
part
ici-
patin
g in
the
follo
win
g w
ays:
-vie
w li
ve d
ance
as
art p
erfo
rman
ces
inan
d ou
tsid
e of
the
scho
ol e
nvir
onm
ent
-vie
w d
ance
as
an a
rt in
vid
eo a
nd te
levi
sion
prod
uctio
ns-r
ead
abou
t dan
ce a
s ar
t in
book
s,m
agaz
ines
and
new
spap
ers
Exp
ress
in p
erfo
rman
ce a
nd w
ritin
g an
un-
ders
tand
ing
of "
danc
e as
art
"-t
hrou
gh c
ompa
riso
n an
d co
ntra
st, i
dent
ify
aest
hetic
ele
men
ts o
f va
riou
sfor
mso
f d
ance
Beg
in to
dev
elop
a p
erso
nal d
ance
und
erst
and-
ing
and
voca
bula
ry f
or d
escr
ibin
g an
dva
luin
g da
nce
as a
n ar
t-r
ecog
nize
that
a w
ork
of a
rt c
an b
e ju
dged
by
mor
e th
an o
ne s
tand
ard
-rec
ogni
ze a
nd d
emon
stra
te a
kno
wle
dge
ofst
anda
rds
used
by
criti
cs to
judg
e da
nce
asar
t, in
clud
ing:
ori
gina
lity;
dyn
amic
s;ex
pres
sive
ness
; for
m;c
onte
nt; t
echn
ique
;etc
.-f
orm
and
def
end
a ju
dgem
ent o
f da
nce
crea
ted
by p
eers
and
rec
ogni
zed
artis
ts
Perc
eive
and
res
pond
in w
ritin
g an
d or
ally
toae
sthe
tic e
lem
ents
in d
ance
wor
ks c
reat
ed in
clas
s an
d by
not
ed a
rtis
ts in
var
ious
dan
cefo
rms
Crit
icis
m
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Ana
lyze
and
sta
te th
eir
reac
tion
to th
e ph
ysic
alre
spon
se o
f em
otio
ns in
cho
reog
raph
y-i
nter
pret
the
mea
ning
in m
ovem
ent
how
doe
s th
e m
ovem
ent m
ake
you
feel
?w
hat d
oes
it m
ean?
wha
t doe
s it
mak
e yo
u th
ink
abou
t?ob
serv
e, d
escr
ibe,
ana
lyze
and
judg
em
ovem
ent s
eque
nces
and
cho
reog
raph
yre
cogn
ize
and
dete
rmin
e th
ecre
ativ
e as
pect
sof
mov
emen
t
Dis
cuss
and
exp
ress
fee
lings
abo
ut p
eer
wor
kan
d pr
ofes
sion
al w
ork
° D
eter
min
e th
e ro
les
of d
ance
as
art a
nd d
ance
artis
ts in
soc
iety
His
tory
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Rec
ogni
ze a
nd d
istin
guis
h th
roug
h pe
rfor
-m
ance
or
wri
tten
prod
ucts
that
dan
ceha
s a
past
, pre
sent
and
fut
ure,
i.e.
, dan
ce a
s ar
t,ri
tual
or
recr
eatio
n-d
emon
stra
te k
now
ledg
e of
the
danc
e fo
rms:
balle
t, so
cial
, eth
nic,
mod
ern
and
jazz
Inve
stig
ate
thei
r co
mm
unity
and
/or
thei
r ow
net
hnic
ori
gins
and
per
form
and
par
ticip
ate
inva
riou
s da
nces
-des
crib
e sp
ecif
ic k
now
ledg
e of
dan
ce: p
ast,
pres
ent,
and
futu
re
Obs
erve
and
dis
cuss
the
hist
ory
of a
ll da
nce
form
s, i.
e., b
alle
t, ja
zz, m
oder
n, s
ocia
l and
ethn
ic-s
tate
and
/or
choo
se h
isto
rica
I f
acts
fro
m m
ul-
ti pl
e ch
oice
s, th
e co
rrec
t res
pons
e to
vis
ual
pres
enta
tions
of
vari
ous
danc
e fo
rms
-dev
elop
a p
roje
ctw
hich
inco
rpor
ates
stud
ents
'pe
rson
al e
thni
c re
pres
enta
tion
of s
ocia
lan
d/or
cer
emon
ial d
ance
for
ms
1 0
0
LEV
EL
TW
O
Pro
duct
ion
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
wilt
:
Cre
ate
danc
e th
roug
h ba
sic
and
expl
orat
ory
mov
emen
tde
mon
stra
te a
n aw
aren
ess
of th
e bo
dy,
asse
ssin
g th
e co
mm
unic
atio
n po
tent
ial o
fbo
dy m
ovem
ent
-iden
tify
body
par
ts-e
xplo
re a
nd d
emon
stra
te th
e m
ovem
ent
pote
ntia
l in
sing
le b
ody
part
s-d
esc
ri be
and
exp
lain
how
nat
ural
mov
emen
t is
exec
uted
-per
form
and
dis
play
a k
now
ledg
e of
non
-lo
com
otor
ski
lls
Exe
cute
the
elem
ents
of t
ime,
spa
ce, a
nd e
n-er
gy in
an
orig
inal
mov
emen
t phr
ase
-dem
onst
rate
bas
ic k
now
ledg
e of
law
s of
:gr
avity
, cen
trifu
gal f
orce
, to-
que,
bal
ance
-per
form
and
dis
play
a k
now
ledg
e of
non
-lo
com
otor
ski
llsax
ial-b
endi
ng, t
wis
ting,
etc
.en
ergy
spac
e -
pers
onal
spa
ce, s
pace
of o
ther
s
conc
epts
- d
irect
ion,
leve
l, pa
ths
shap
e -
circ
ular
, cur
ved
lines
, str
aigh
tlin
es, e
tc.
-gai
na k
ines
thet
icaw
aren
esso
f bod
y po
sitio
ns,
dire
ctio
ns, m
ovem
entth
roug
hspa
ce,s
peed
,de
gree
s of
tens
ion,
and
rel
axat
ion
axia
l-ben
ding
, tw
istin
g, e
tc.
vario
us le
vels
of e
nerg
ysp
ace
- pe
rson
al s
pace
, spa
ce o
f oth
ers
conc
epts
-dire
ctio
n, le
vel,
path
s of
bod
yor
bod
y pa
rts
thro
ugh
spac
esh
ape
- ci
rcul
ar, c
urve
d lin
es, s
trai
ght
lines
, etc
.-in
crea
se th
eir
indi
vidu
al m
otor
effi
cien
cy a
ndki
nest
hetic
sen
sibi
lity
-dev
elop
nat
ural
tem
pos
of th
e bo
dy (
rhyt
hm)
Mas
ter
the
basi
c el
emen
ts o
f mov
emen
t-d
emon
stra
te a
nd p
erfo
rm th
e us
e of
loco
mot
orsk
ills
and
com
bina
tions
ther
eof (
run,
wal
k,et
c.)
-com
bine
and
per
form
orig
inal
mov
emen
tph
rase
s co
mbi
ning
form
, var
iety
, rep
etiti
onan
d co
ntra
st-c
reat
e an
d ex
perie
nce
danc
e as
exp
ress
ion
inco
rpor
atin
g fe
elin
gs, e
mot
ions
and
idea
s
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
m 101
DA
NC
EB
ES
T C
OP
Y A
VA
ILA
BLE
102
Page
B-7
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
EP
age
B-8
LEV
EL
TW
O
Per
form
four
bas
ic s
teps
in th
e m
ultic
ultu
ral
aren
a, i.
e. fo
lk d
ance
ste
ps (
polk
a;sc
hotti
sche
; slid
e; tw
o-st
ep; e
tc.)
Dev
elop
cul
tura
l aw
aren
ess,
and
an
iden
ti-fic
atio
n w
ith a
cul
ture
thro
ugh
the
per-
form
ance
of t
radi
tiona
l and
mul
ticul
-tu
ral d
ance
Con
tinue
to d
evel
op th
e el
emen
ts o
f cre
ativ
eda
nce
by a
ddin
g m
ore
adva
nced
idea
s an
dco
ncep
ts b
y co
mbi
ning
in o
rigin
al d
ance
phra
ses,
loco
moi
or m
ovem
ent p
aths
, loc
o-m
otor
mov
emen
t. ax
ial m
ovem
ent,
body
part
s, e
nerg
y ch
ange
s sh
ape
and
spac
e
Par
ticip
ate
in c
reat
ing
danc
es u
sing
the
basi
cel
emen
ts to
pro
duce
a p
hras
e of
mov
emen
t
-per
form
mov
emen
t seq
uenc
es fo
r cl
assm
ates
and
inst
ruct
orin
form
al p
erfo
rman
ce a
t end
of c
lass
info
rmal
per
form
ance
at e
nd o
f dan
cecl
ass
sect
ion
-pro
duce
info
rmal
pro
duct
ions
for
pa r
ents
and
othe
r cl
asse
s
103
-dem
onst
rate
thei
r da
ncep
rolic
ienc
y by
cre
atin
gan
d us
ing
set p
atte
rns
or c
hore
ogra
phy
Use
kin
esth
etic
aw
aren
ess
and
basi
c m
ove-
men
t ele
men
ts to
pro
duce
mor
e co
mpl
exm
ovem
ent p
hras
es
-dem
onst
rate
a h
ighe
r le
vel o
f per
form
ance
by
invo
lvin
g m
ore
diffi
cult
floor
pat
tern
s in
chor
eogr
aphy
-dem
onst
rate
a h
ighe
r le
vel o
f per
form
ance
by
invo
lvin
g m
ore
elem
ents
, lev
els,
tim
e, s
pace
and
ener
gy
101
BE
ST
CO
PY
AV
AIL
AB
LE
Leve
l thr
ee o
utco
mes
Aes
thet
ics
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Dev
elop
a p
erso
nal d
ance
und
erst
andi
ng a
ndvo
cabu
lary
for
des
crib
ing
and
valu
ing
danc
eas
an
art
-dem
onst
rate
the
diff
eren
ce b
etw
een
likin
gan
d ju
dgin
g da
nce
as a
rt-t
hrou
gh c
ompa
riso
n an
d co
ntra
st, i
dent
ify
aest
hetic
ele
men
ts o
f va
riou
s fo
rms
of d
ance
Eng
age
in n
ew d
ance
exp
erie
nces
by
part
ici-
patin
g in
the
follo
win
g m
anne
r:
-vie
w li
ve d
ance
as
art p
erfo
rman
ces
in a
ndou
tsid
e of
the
scho
ol e
nvir
onm
ent
-vie
w d
ance
as
art i
n vi
deo
and
tele
visi
onpr
oduc
tions
-rea
d ab
out d
ance
as
art i
n bo
oks,
mag
azin
esan
d ne
wsp
aper
s
Det
erm
ine
role
s of
dan
ce a
s ar
t and
dan
cear
tists
in s
ocie
ty
Crit
icis
m
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Ana
lyze
and
stat
e th
eir
reac
tion
to th
e ph
ysic
alre
spon
se o
f em
otio
ns in
cho
reog
raph
y
-int
erpr
et th
e m
eani
ng in
mov
emen
t:ho
w d
oes
the
mov
emen
t mak
e yo
u fe
el?
wha
t doe
s it
mea
n?w
hat d
oes
it m
ake
you
thin
k ab
out?
-obs
erve
, des
crib
e, a
naly
ze a
nd ju
dge
mov
emen
tse
quen
ces
and
chor
eogr
aphy
-rec
ogni
ze a
nd d
eter
min
e th
e cr
eativ
e as
pect
sof
mov
emen
t
'Dis
cuss
and
exp
ress
fee
lings
abo
ut p
eer
wor
kan
d pr
ofes
sion
al w
ork
-per
ceiv
e an
d re
spon
d in
wri
ting
and
oral
ly to
the
aest
hetic
ele
men
ts in
dan
ce w
orks
of
thei
r m
akin
g an
d of
not
ed a
rtis
ts, i
nclu
ding
thes
e fo
rms:
mod
ern,
bal
let,
jazz
, tap
,tr
aditi
onal
and
mul
ticul
tura
l .-c
ompa
re a
nd c
ontr
ast t
he d
iffe
rent
aes
thet
icel
emen
ts in
eac
h da
nce
styl
e
'Rec
ogni
ze a
nd d
emon
stra
te th
at a
wor
k of
art
can
be ju
dged
by
mor
e th
an o
ne s
tand
ard
reco
gniz
e an
d de
mon
stra
te a
kno
wle
dge
ofst
anda
rds
used
by
criti
cs to
judg
e da
nce
asar
t, in
clud
ing:
ori
gina
lity;
dyn
amic
s;ex
pres
sive
ness
; for
m; c
onte
nt; t
echn
ique
;et
c.-f
orm
and
def
end
a ju
dgem
ent o
f da
nce
crea
ted
by p
eers
and
rec
ogni
zed
artis
tsst
udy
and
cont
rast
the
inte
rpre
tatio
n of
art
wor
ks b
y re
cogn
ized
art
cri
tics
and
hist
oria
ns
ln p
erfo
rman
ce a
nd w
ritin
g ex
pres
s an
und
er-
stan
ding
of
"dan
ce a
s ar
t"
rese
arch
phi
loso
pher
s an
d de
mon
stra
te th
atit
is n
ot a
lway
s po
ssib
le to
rea
ch a
gree
men
tab
out i
ssue
s in
the
philo
soph
y of
art
-thr
ough
res
earc
h, d
eter
min
e th
at p
hilo
soph
yis
an
ongo
ing
dial
ogue
on
the
natu
re o
fda
nce
as a
rt-d
emon
stra
te th
e ab
ility
to e
valu
ate
and
form
opin
ions
abo
ut p
erso
nal w
ork,
the
wor
k of
peer
s, a
nd th
e w
ork
of p
ast a
nd p
rese
ntre
cogn
ized
dan
ce a
rtis
ts
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
105
106
Page
B-9
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
Page
B-1
0
LEV
EL
TH
RE
E
His
tory
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Rec
ogni
ze a
nd d
istin
guis
h th
roug
h pe
rfor
-m
ance
or
writ
ten
prod
ucts
that
dan
ce h
as a
past
, pre
sent
and
futu
re, i
.e.,
danc
e as
art
,rit
ual o
r re
crea
tion
-dem
onst
rate
a k
now
ledg
e of
the
danc
e fo
rms:
balle
t, so
cial
, eth
nic,
mod
em a
nd ja
zz-d
escr
ibe
furt
her
gain
ed s
peci
fic k
now
ledg
eof
dan
ce; p
ast,
pres
ent a
nd fu
ture
Inve
stig
ate
thei
r co
mm
unity
and
/or
thei
r et
h-ni
c or
igin
s by
per
form
ing
and
part
icip
atin
gin
var
ious
dan
ces
-inte
grat
e th
e co
mm
unity
and
/or
stud
ents
'ow
n pa
st o
r pr
esen
t eth
nic
orig
ins
bypa
rtic
ipat
ion
in d
ance
-dev
elop
ing
a pr
ojec
t whi
ch in
corp
orat
es th
eir
soci
al a
nd c
erem
onia
l dan
ce fo
rms
-dem
onst
rate
kno
wle
dge
of th
e hi
stor
y of
danc
e in
soc
ial a
nd c
ultu
ral c
onte
xts
Obs
erve
and
dis
cuss
the
hist
ory
of a
ll da
nce
form
s, i.
e., b
alle
t, ja
zz, m
oder
n, s
ocia
l and
ethn
ic-p
repa
rean
d pr
esen
t a r
esea
rch
pa p
er a
nd c
reat
ea
danc
e in
volv
ing
a sp
ecifi
c da
nce
form
Pro
duct
ion
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Cre
ate
danc
e th
roug
h ba
sic
and
expl
orat
ory
mov
emen
tde
mon
stra
te a
n aw
aren
ess
of th
e bo
dy,
asse
ssin
g th
e co
mm
unic
atio
n po
tent
ial o
fbo
dy m
ovem
ent
-iden
tify
body
par
ts-e
xplo
re a
nd d
emon
stra
te th
e m
ovem
ent
pote
ntia
l in
sing
le b
ody
part
s-d
escr
ibe
and
expl
ain
how
nat
ural
mov
emen
tis
exe
cute
dpe
rfor
m a
nd d
ispl
ay a
kno
wle
dge
of n
on-
loco
mot
or s
kills
axia
l-ben
ding
, tw
istin
g, e
tc.
ener
gysp
ace
pers
onal
spa
ce, s
pace
of o
ther
sco
ncep
ts d
irect
ion,
leve
l, pa
ths
shap
e ci
rcul
ar, c
urve
d lin
es, s
trai
ght
lines
, etc
.de
mon
stra
te a
nd p
erfo
rm th
e us
e of
loco
mot
or s
kills
and
com
bina
tions
ther
eof
(run
, wal
k, e
tc.)
Exe
cute
the
elem
ents
of t
ime,
spa
ce a
nd e
nerg
yin
an
orig
inal
mov
emen
t phr
ase
dem
onst
rate
bas
ic k
now
ledg
e of
the
law
s of
grav
ity, c
entr
ifuga
l for
ce, t
orqu
e, b
alan
cega
in a
kin
esth
etic
aw
aren
ess
of b
ody
posi
tions
,di
rect
ions
, mov
emen
tthro
ughs
pace
, spe
ed,
degr
ees
of te
nsio
n, r
elax
atio
n an
d rh
ythm
-incr
ease
thei
r in
divi
dual
mot
or e
ffici
ency
and
kine
sthe
tic s
ensi
bilit
y-d
emon
stra
te le
vels
of e
ffort
Exe
cute
a m
inim
um o
f ten
diff
eren
t qua
litie
s of
effo
rt, i
. e.,
heav
y, li
ght
-dem
onst
rate
Lab
an's
mov
emen
t con
cept
s-c
reat
e an
d ex
perie
nce
danc
e as
exp
ress
ion
inco
rpor
atin
g fe
elin
gs, e
mot
ions
and
idea
s
Per
form
ten
basi
c st
eps
in th
e m
ultic
ultu
ral
aren
a, i.
e.,
folk
dan
ce s
teps
(po
. sa;
sch
ot-
tisch
e; tw
o-st
ep; l
indy
, etc
.) in
ord
er to
deve
lop
a cu
ltura
l aw
aren
ess,
and
an
iden
ti-fic
atio
n w
ith a
cul
ture
thro
ugh
the
perf
orm
ance
of t
radi
tiona
l and
mul
ticul
tura
lda
nce
Con
tinue
to d
evel
op th
e el
emen
ts o
f cre
ativ
eda
nce
by a
ddin
g m
ore
adva
nced
idea
s an
dco
ncep
ts
108
LEV
EL
TH
RE
E
-com
bine
and
per
form
orig
inal
mov
emen
tph
rase
s co
mbi
ning
form
, var
iety
, rep
etiti
onan
d co
ntra
st-c
ombi
ne in
orig
inal
dan
ce p
hras
es lo
com
otor
mov
emen
t pat
hslo
com
otor
mov
emen
t and
axi
alm
ovem
ent
body
par
ts a
nd e
nerg
ysh
ape
and
spac
e
Par
ticip
ate
inar
tm
akin
g us
ing
basi
c da
nce
elem
ents
to p
rodu
ce a
phr
ase
of m
ovem
ent
-per
form
mov
emen
t seq
uenc
es fo
r cl
assm
ates
and
inst
ruct
orin
form
al p
erfo
rman
ce -
at e
nd o
f cla
ssin
form
al p
erfo
rman
ce -
at e
nd o
f dan
cecl
ass
sect
ion
- in
corp
ora
teth
edan
ce e
lem
ents
wi t
hin
a si
mpl
e
phra
se-p
rodu
ce m
ini p
rodu
ctio
ns fo
r pa
ren
tsa
nd o
ther
clas
ses
-dem
onst
rate
dan
ce p
rofic
ienc
y by
cre
atin
g an
d
usin
g se
t pat
tern
s or
cho
reog
raph
y
Use
kin
esth
etic
aw
aren
ess
and
basi
c m
ove-
men
t ele
men
ts to
pro
duce
mor
e co
mpl
exm
ovem
ents
phr
ases
-dem
onst
rate
a h
ighe
r le
vel o
f per
form
ance
by
invo
lvin
g m
ore
diffi
cult
floor
pat
tern
s in
chor
eogr
aphy
Use
dan
ce to
des
crib
e an
asp
ect o
f the
ir ow
nliv
es
-pre
sent
an
in-a
epth
pro
ject
invo
lvin
g al
l pha
ses
of a
form
al p
rodu
ctio
n.
0.
/\\
.
'
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
109
BE
ST
cn
PY
AV
AIL
AB
LE.1
10Pa
ge B
-21
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
EP
age
B-1
2
Dan
ce g
loss
ary
AE
STH
ET
IC C
once
ptio
n, ju
dgem
ent a
ndap
prec
iatio
n of
the
arts
as
an e
nric
hmen
t to
life
expe
rien
ces.
AR
T M
AK
ING
Com
bini
ng th
e el
emen
ts o
fco
mpo
sitio
n w
ith o
ther
art
for
ms
to d
evel
op a
fini
shed
pro
duct
.
AX
IAL
Mov
emen
t of
the
body
aro
und
its o
wn
axis
; non
-loc
omot
or m
ovem
ent o
ccur
ring
a b
ove
ast
atio
nary
bas
e.
BA
LL
ET
Dan
ce e
lem
ents
whi
ch in
clud
eha
rmon
ious
, per
fect
ed o
rder
and
geo
met
ry o
fab
solu
te b
ody
lines
.B
alle
t inc
lude
s pr
ecis
epo
sitio
ns o
f th
e he
ad, b
ody,
arm
s, a
nd f
eet a
ndin
clud
es b
ody
dire
ctio
ns. T
he li
nes
that
the
body
crea
tes
do n
ot e
nd a
t the
fin
ger
and
toe
tips;
inst
ead
they
rea
ch f
urth
er in
to s
pace
, rad
iatin
g en
ergy
.O
ther
ele
men
ts o
f ba
llet i
nclu
de b
ody
faci
ngs,
alig
nmen
t, po
ses,
pla
cem
ent o
fthe
cent
er o
f w
eigh
t,po
stur
al c
once
pts,
turn
out,
and
the
five
bas
ic f
oot
and
arm
pos
ition
s.
BA
SIC
EL
EM
EN
TS
OF
DA
NC
EB
asic
ele
men
tsof
dan
ce a
re ti
me,
spa
ce a
nd e
nerg
y.
AP
PE
ND
IX A
CH
OR
EO
GR
APH
YT
he a
rt o
f pl
anni
ng a
ndar
rang
ing
danc
e m
ovem
ents
into
a m
eani
ngfu
lw
hole
.
CO
MPO
SIT
ION
Usi
ng r
epet
ition
, seq
uenc
e,co
ntra
st, d
evel
opm
ent,
clim
ax a
nd v
aria
tion
toor
gani
ze m
ovem
ents
into
uni
fied
and
coh
eren
tpi
eces
that
lead
to u
nity
.
CR
EA
TIV
E M
OV
ED
ance
act
ivity
with
emph
asis
on
pers
onal
dis
cove
ry a
nd o
rigi
nal
mov
emen
t with
the
inte
nt to
exp
ress
, to
com
mun
icat
e an
d en
joy.
CU
RR
EN
T S
OC
IAL
DA
NC
ED
ance
s po
pula
rin
con
te m
por
a ry
set
tings
, e.g
. cou
ntry
sw
ing,
La
tinsw
ing.
DA
NC
EM
ovem
ent o
rgan
ized
in ti
me,
spa
cean
d en
ergy
for
the
purp
ose
of e
xpre
ssio
n,co
mm
unic
atio
n an
d pe
rson
al s
atis
fact
ion.
DY
NA
MIC
SEle
men
ts o
f ef
fort
(tim
e, s
pace
,fo
rce)
whi
ch g
ive
cont
rast
to th
ebas
ic m
ovem
ents
.
EN
ER
GY
An
elem
ent o
f da
nce,
rel
atin
g to
the
body
's v
italit
y or
pow
er in
initi
atin
g, c
ontr
ollin
g,
and
stop
ping
a m
ovem
ent.
ET
HN
IC D
AN
CE
Dan
ce w
hich
por
tray
sau
then
tic a
nd h
isto
rica
l ele
men
ts o
f a
cultu
re.
EX
PLO
RA
TO
RY
MO
VE
ME
NT
Mov
emen
tw
hich
is in
res
pons
e to
a s
peci
fic
prob
lem
or
sugg
estio
n. T
here
is n
o ri
ght o
r w
rong
mov
e-m
ent;
the
stud
ent m
ay e
xper
imen
t with
thei
rm
ovem
ent p
oten
tial f
or a
giv
en s
ituat
ion.
FLO
OR
PA
TT
ER
NT
he p
ath
in s
pace
a d
ance
follo
wsa
flo
w c
hart
for
exe
cutio
n of
the
mov
emen
ts.
FOL
K D
AN
CE
Dan
ce w
hich
is r
efle
ctiv
e of
the
form
s an
d pa
ttern
s of
a c
ultu
ral g
roup
.
FOR
MFo
rm a
s O
rgan
ic U
nity
: the
impo
rtan
ceof
rec
ogni
zing
and
con
side
ring
the
orga
nic
step
sof
gro
wth
in th
e de
velo
pmen
t of
danc
e as
art
.
Form
as
Con
tent
: The
org
aniz
atio
n of
psy
cho-
logi
cal e
lem
ents
into
con
tent
.
Form
as
Stru
ctur
e: T
he o
rgan
izat
ion
of m
otor
elem
ents
into
vis
ible
for
m.
112
AP
PE
ND
IX A
IMPR
OV
ISA
TIO
NSp
onta
neou
s ex
plor
atio
n in
resp
onse
to p
robl
em s
olvi
ng, s
elf
awar
enes
s or
to o
ther
cri
teri
a. (
See
com
posi
tion)
KIN
EST
HE
TIC
AW
AR
EN
ESS
An
inte
rnal
ized
awar
enes
s of
bod
y pl
acem
ent a
nd m
ovem
ent;
awar
enes
s of
the
rela
tive
tens
ion
and
rang
e of
mov
emen
t in
the
body
.
LA
BA
NM
ovem
ent e
duca
tor
in E
ngla
nd w
hode
velo
ped
a th
eory
for
how
and
why
we
mov
e,a
met
hod
for
eval
ua ti
nge
nd d
ocum
entin
g m
ove-
men
t.
LE
VE
LR
elat
ive
diff
eren
ces
in h
eigh
t in
rela
-tio
n to
the
floo
r an
d as
pect
of
spac
e.
LO
CO
MO
TO
RM
ovem
ent r
equi
ring
or
resu
lt-in
g in
a c
hang
e of
loca
tion.
Pro
pelli
ng o
nese
lfac
ross
the
floo
r.
MO
DE
RN
DA
NC
EC
once
rt d
ance
hav
ing
alim
itles
s ra
nge
of s
tyle
s, d
evel
oped
in th
e tw
en-
tieth
cen
tury
.
MO
VE
ME
NT
LA
NG
UA
GE
V. B
OD
Y L
AN
-G
UA
GE
Bod
y la
ngua
ge is
the
non-
verb
alco
mpo
nent
of
ever
yday
com
mun
icat
ion;
ges
-
ture
. Mov
emen
t lan
guag
e is
an
abst
ract
ion
ofbo
dy la
ngua
ge.
MO
VE
ME
NT
PH
RA
SET
he d
evel
opm
ent o
f a
mot
if, s
imila
r to
a s
ente
nce
or s
hort
idea
, int
o a
long
er s
tate
men
t tha
t com
es to
a te
mpo
rary
or
perm
anen
t fin
ish.
MO
VE
ME
NT
QU
AL
ITY
Tho
se e
lem
ents
whi
ch e
nhan
ce, e
mbe
llish
and
dis
tingu
ish
mov
e-m
ent i
n te
rms
of ti
me,
spa
ce, e
ffor
t and
mov
emen
tin
tent
ion.
MO
VIN
G T
HR
OU
GH
SPA
CE
The
abi
lity
tom
ove
thro
ugh
spac
e w
ith a
war
enes
s of
dir
ec-
tion,
leve
l, fo
cus,
siz
e, r
ange
and
con
tour
.
MU
LT
ICU
LT
UR
AL
DA
NC
EH
ybri
d fo
rm o
fth
e da
nces
cul
ture
s; c
ombi
ning
two
or m
ore
folk
danc
e fo
rms.
NA
TU
RA
L M
OV
EM
EN
TU
seof
theb
odya
sit
was
des
igne
d to
ope
rate
; exp
lori
ng th
e na
tura
lrh
ythm
s an
d im
puls
es o
f th
e bo
dy.
NO
N-L
OC
OM
OT
OR
Mov
emen
t whi
ch d
oes
not r
esul
t in
a ch
ange
of
loca
tion.
SOC
IAL
DA
NC
EH
isto
rica
l and
for
mal
cou
ple
danc
es w
hich
ref
lect
the
moo
d an
d th
e m
usic
of
the
time
or p
eopl
e. e
.g. W
altz
, jitt
erbu
g.
Sl'A
CE
An
elem
ent o
f da
nce,
rel
atin
g to
the
area
thro
ugh
whi
ch o
ne m
oves
.
SQU
AR
E D
AN
CE
A s
ocia
l for
m o
f da
nce
hav-
ing
a de
sign
ated
mov
emen
t voc
abul
ary
and
usua
lly p
erfo
rmed
in g
roup
s of
eig
ht.
SUSP
EN
DE
D--
Buo
yant
, flo
atin
g qu
ality
of
mov
emen
t; an
d as
pect
of
ener
gy.
SUST
AIN
ED
Con
tinuo
us, c
ontr
olle
d, u
nac-
cent
ed m
ovem
ent;
and
aspe
ct o
f en
ergy
.
TE
CH
NIQ
UE
Tho
se m
ovem
ents
lear
ned
in th
eon
-goi
ng p
repa
ratio
n an
d de
velo
pmen
t of
the
body
to b
e a
wel
l tun
ed in
stru
men
t for
use
.
TIM
EA
n el
emen
t of
danc
e, r
elat
ing
to th
erh
ythm
ic a
spec
ts o
f da
nce.
From
the
Ariz
ona
Dan
ce E
ssen
tial S
kills
Cur
ricu-
lum
,A
rizo
na D
epar
tmen
t of
Edu
catio
n.
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
E11
311
4P
age
8-73
Wyo
min
g A
rts
Edu
catio
n. C
urri
culu
mD
AN
CE
Page
B-1
4
Tea
chin
g da
nce
AP
PE
ND
IX B
..
.w
ithin
an
elem
enta
ry p
hysi
cal e
duca
tion
sche
dule
by J
ean
Dal
ton
Wes
trid
ge E
lem
enta
ry, R
ock
Spr
ings
Mos
t ele
men
tary
P.E
. cur
ricul
ums
call
for
aw
ide
rang
e of
div
ersi
fied
skill
s an
d su
bjec
t are
asto
be
expe
rienc
ed w
ith a
ver
y lim
ited
time
sche
d-ul
e.A
cros
s th
e na
tion
one
will
find
var
ious
sche
dule
s fo
r el
emen
tary
P.E
., bu
t mos
t ofte
nP
.E. w
ill b
e tw
o or
thre
e da
ys/w
eek
from
twen
tyto
fort
y-fiv
e m
inut
es in
leng
th. I
ncor
pora
ting
danc
e in
to a
P.E
. cur
ricul
um is
cha
lleng
ing.
Bec
ause
I ha
ve a
lway
s va
lued
the
inco
rpor
a-tio
n of
dan
ce in
to m
y cu
rric
ulum
and
our
dis
tric
tcu
rric
ulum
gui
de c
alls
for
the
incl
usio
n of
dan
ce,
I've
trie
d a
coup
le o
f 'tim
e sa
ving
' ide
as,
Whe
n te
achi
ng a
noth
er u
nit,
whe
ther
it b
evo
lleyb
all o
r an
y ot
her
area
of P
.E.,
I mig
ht u
seda
nce
as th
e w
arm
-up.
Her
e ar
e th
ree
idea
s yo
um
ight
use
or
build
upo
n:
I) C
reat
ive
mov
emen
t: T
he fi
rst d
ay I
mig
htsp
end
34 m
inut
es o
n no
n-lo
com
otor
sha
pe. T
hene
xt d
ay I
mig
ht p
air
up tw
o pe
ople
and
hav
eth
em w
ork
on n
on-lo
com
otor
sha
pe to
geth
er,
agai
n on
ly u
sing
3-
4 m
inut
es. T
he th
ird d
ayst
uden
ts c
ould
wor
k on
the
shap
e on
the
floor
ina
patte
rn. T
he fo
urth
day
they
cou
ld u
se th
at
115
idea
from
the
prev
ious
day
and
diff
eren
t bod
yle
vels
whi
le m
ovin
g in
the
patte
rn o
n th
e flo
or.
The
fifth
day
I co
uld
add
an e
lem
ent o
f tim
e to
the
mov
emen
t by
coun
ting
or u
sing
a ta
mbo
u-rin
e. B
y th
e fif
th d
ay I'
ve a
ttem
pted
to in
clud
etim
e, s
pace
, effo
rt a
nd r
elat
ions
hip,
and
the
chil-
dren
acc
ompl
ish
a w
arm
-upa
s w
ell a
sexp
erie
nce
a 'ta
ste'
of c
reat
ive
mov
emen
t.
2) F
olk
Dan
ce: T
he fi
rst d
ay, a
gain
for
a 3-
5m
inut
e pe
riod
of ti
me,
I'll
have
the
stud
ents
mov
e ac
ross
the
floor
(no
par
tner
s, n
o m
usic
) in
the
thre
e-st
ep fo
urth
hop
pat
tern
that
mak
es u
pth
e sc
hotti
sche
ste
p. T
he s
econ
d da
y w
e'll
add
the
step
-hop
s th
at fo
llow
the
first
pat
tern
. The
third
day
we'
ll pu
t tho
se to
geth
er a
nd le
t the
stud
ents
list
en to
the
mus
ic. T
he fo
urth
day
the
stud
ents
will
be
danc
ing
the
scho
ttisc
he s
tep
byth
emse
lves
to th
e m
usic
. The
fifth
day
stu
dent
sco
uld
mov
e w
ith a
par
tner
or
may
per
form
itfo
rwar
d an
d ba
ckw
ard.
Lat
er, w
hen
I act
ually
do a
dan
ce u
nit,
the
stud
ents
alre
ady
know
the
step
, or
at le
ast a
re fa
mili
ar w
ith it
.
3) C
onte
mpo
rary
:Ele
men
tary
stu
dent
s lik
ewor
k-i n
g w
ithco
ntem
pora
ry
mus
ic, a
nd th
e la
test
dan
ces.
Whe
ther
you
mak
e up
the
danc
e to
con
tem
pora
rym
usic
or
you'
re a
ctua
lly u
sing
one
of t
he la
test
danc
es, t
he s
ame
can
be d
one
as a
bove
. Tea
ch in
very
sm
all s
egm
ents
, bui
ld o
n th
e da
nce
each
day;
then
, whe
n th
e st
uden
ts w
alk
in to
you
rcl
ass,
the
danc
e ca
n be
per
form
ed im
med
iate
ly,
with
ver
y lit
tle in
trod
uctio
n. M
ost o
f the
se I
dow
ithou
t par
tner
s, th
us a
llevi
atin
g th
at 'h
assl
e'.
Rem
embe
r, th
is d
oes
not t
ake
the
plac
e of
your
act
ual d
ance
uni
t, bu
t will
mak
e yo
ur u
nit
easi
er to
teac
h!A
sec
ond
idea
you
mig
ht w
ant t
o in
corp
orat
ein
to y
our
danc
e un
it is
the
pres
ence
of p
rofe
s-si
onal
/exp
ertd
ance
teac
hers
. Man
y ci
tiesa
cros
sW
yom
ing
are
popu
late
d by
per
sons
with
mul
ti-cu
ltura
l bac
kgro
unds
who
are
hap
py to
com
e in
and
shar
e th
eir
hist
ory
and
danc
e w
ith y
our
stud
ents
. Squ
are-
danc
e ca
llers
can
som
etim
essp
are
time
to c
ome
in to
cal
l; ja
zz te
ache
rs m
ayco
me
and
shar
e so
me
tech
niqu
e w
ith y
ou a
ndyo
ur s
tude
nts;
Indi
an d
ance
rs p
ut o
n sh
ows
asw
ell a
s te
ach/
shar
e th
eir
herit
age
of d
ance
. In
my
coun
ty a
lone
one
can
find
Spa
nish
, Bas
que,
Italia
n, G
reek
, Ind
ian,
and
Clo
ggin
g (-
lanc
ers,
as
wel
l as
pers
ons
who
hav
eext
ensi
ve b
ackg
roun
dsin
bal
let,
jazz
, tap
and
cre
ativ
e (m
oder
n) d
ance
.D
on't
forg
et th
at ju
st th
e de
mon
stra
tion
of s
ome
of th
ese
is e
duca
tiona
l. A
sk y
our
prin
cipa
l for
time
to p
rese
nt a
dan
ce a
ssem
bly!
116
Eva
luat
ing
danc
eD
urin
g ti
mes
of
decl
inin
g ed
ucat
iona
l dol
lars
,a
It a
cade
mic
area
s m
ust b
eacc
ount
able
. Eva
luat
ion
valid
ates
danc
easa
naca
dem
ic p
ursu
it. I
t pro
vide
sa
mea
sure
men
t of
stud
ent p
erfo
rman
ce.
Thi
sco
ntin
ualm
easu
rem
entis
atoo
lwhe
reby
prog
ram
san
d ed
ucat
ors
prog
ress
aca
dem
ical
ly, p
hysi
cally
,an
d em
otio
nally
.In
ord
er to
pro
vide
, pro
mot
e an
d fo
ster
K-1
2da
nce
prog
ram
s th
roug
hout
the
stat
e, e
valu
atio
nto
ols
shou
ld b
e co
nsis
tent
and
uni
form
.T
hefo
llow
ing
sugg
este
d pr
oced
ures
pro
vide
sam
ples
ofef
fect
ivee
valu
atio
ntoo
lscu
rren
tly u
sed
in d
ance
educ
atio
n cl
asse
s in
Wyo
min
g.N
ote
that
the
cate
gori
es c
orre
spon
d to
the
leve
ls a
nd c
ateg
orie
s of
the
prop
osed
cur
ricu
lum
danc
e re
sour
ce m
ater
ials
.
Leve
l IA
esth
etic
s:1)
out
com
e ba
sed
list
2) te
ache
r ev
alua
tion
3) s
peci
fic
mov
emen
t seq
uenc
es w
hich
chi
ldre
nan
ipul
ate
to in
corp
orat
e th
e el
emen
ts o
fda
nce
theo
ry.
4) p
erfo
rman
ce o
f m
ultic
ultu
ral d
an
Cri
ticis
m:
1) v
erba
l eva
luat
ion
of o
wn
wor
k2)
cri
teri
on-r
efer
ence
d ev
alua
tion
(wri
tten)
3) c
ontr
ibut
ion
to g
roup
dis
cuss
ion
ces
AP
PE
ND
IX C
His
tory
:1)
wri
tten
eval
uatio
n2)
iden
tific
atio
n of
bas
ic e
lem
ents
cha
ract
eris
ticto
dif
fere
nt d
ance
for
ms
Prod
uctio
n:1)
teac
her
criti
que
of in
form
al p
erfo
rman
ce2)
obs
erva
tion
of c
hore
ogra
phy
3) c
rite
rion
bas
ed e
valu
atio
n of
set
chor
eogr
aphy
and
pat
tern
s4)
stu
dent
iden
tific
atio
n of
bas
ic e
lem
ents
ina
piec
e of
cho
reog
raph
y
Leve
l 11
Aes
thet
ics:
1) te
ache
r ev
alua
tion
of m
ovem
ent s
eque
nce
with
mor
e ad
vanc
ed id
eas
and
conc
epts
2) c
heck
list o
f cr
iteri
a fo
r or
igin
al d
ance
phr
ases
Cri
ticis
m:
1) a
ttend
ance
/doc
umen
tatio
n of
new
dan
ce e
x-pe
rien
ces
2) v
ocab
ular
y ex
amin
atio
n (w
ords
for
des
crib
-in
g an
d ev
alua
ting
danc
e)3)
cri
ticis
m f
or "
new
per
form
ance
" co
nsid
erin
gor
igin
ality
, dyn
amic
s, e
xpre
ssiv
enes
s, f
orm
,nt
ent,
tech
niqu
e, e
tc.
His
tory
:1)
wri
tten
eval
uatio
n2)
pro
ject
Prod
uctio
n:1)
teac
her
eval
uatio
n of
mor
e co
mpl
ex p
hras
es2)
ana
lysi
s of
flo
or p
atte
rn a
nd it
s co
ntri
butio
n to
the
com
posi
tion
Leve
l Ill
Aes
thet
ics:
1) d
emon
stra
tion
of e
ffor
t2)
teac
her
eval
uatio
n of
pro
duct
ion
as a
com
pos-
ite p
roje
ct
Cri
ticis
m:
1) s
tude
nt's
eva
luat
ion
ofa.
own
wor
kb.
peer
s' w
ork
c.pr
ofes
sion
al w
ork
His
tory
:1)
com
plet
ion
of a
pro
ject
, inc
ludi
ng p
erfo
r-m
ance
2) c
ompl
etio
n of
a r
esea
rch
pape
r
Prod
uctio
n:1)
dem
onst
ratio
n of
ski
ll an
d co
nfid
ence
leve
l2)
dem
onst
rate
d pr
ofic
ienc
y in
:-t
empo
/rhy
thm
use
of
acco
mpa
nim
ent
-use
of
spac
e-k
ines
thet
ic a
war
enes
s-s
hape
and
spa
ce-i
nteg
ratio
n w
ith th
eme
-exp
ress
ive
qual
ity-o
vera
ll te
chni
cal e
xecu
tion
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
DA
NC
E11
711
8P
age
B-1
5
Thoughts on evaluation for danceBy Margaret Stalder, University of Wyoming
A. I believe two discrete forms of evaluation should be considered. The first is a formativetechnique which measures specific dance knowledge in all four areas (Aesthetics /Criticism/History/Production) and is evaluated at least three times per year in school.
B. The second is a form of self-evaluation in which students, perhaps in discussion with theteacher, describes their personal growth. Rather than a criterion-referenced evaluationform, a personal narrative or paper might be more appropriate.
Following are some sketches for formative evaluation measures: (A) and simple statementswhich might be included in a self-evaluation and (B) narrative.
A. Example (Aesthetic)
Date Accomplished and Activity
Body Parts:
Time Phrase:
Space Phrase:
Energy Phrase:
Laws of Gravity:
Locomotor Movement:
Selected Folk Dance Steps:
Laban's Efforts:
Emotions via Mvmt. Phrase:
Elements of Composition:
A. Example: (Aesthetics)
MOVEMENT SKILLS- Activity/Test/Composition
Identify Body Parts:
Grade: ABCDF
Perform eight basic locomotor movements:
Grade: ABCDF
B. Example (Self-evaluation)
'The dance lessons on shape made me more aware of my own personal- space needs.Now, I can empathize - with what I see on stage, like when the interaction between twodancers is meant to portray a very private situation '
'I don't just hear the mood of music any more. The experiences we had in analyzingrhythmic patterns and moving to them helps me feel those rhythms whenever I hearthem.'
Trying to find all the possible ways to move various body parts helps me realize whatmovements are more difficult than others, and why the body's structural limits makesome movements harder to do.'
Lesson Plan Evaluation Sample
By Jennifer Stoesz
1. Major concept/objective presented in the lesson
2. Procedures:
Evaluation: Rating is 1=high(yes); 2= average(sometimes); 3=poor(no)
1 2 3 Did all children participate all of the time?
1 2 3 Did some children participate more frequently?
1 2 3 Did some children initiate ideas more than others?
1 2 3 Did I need to modify the lesson once we were working with it? In whatway?
1 2 3 Did some children go beyond the problem in creating their ownmovements?
1 2 3 What kinds of feedback did I (teacher) receive from this lesson?(don't understand; don't like this; want to do it again, etc.)
Short narrative would need to be written for each question in addition to the rating scale,
120
E
Uz
z
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
Page
B-1
8
AP
PE
ND
IX D
Dan
ce T
ask
For
ce r
ecom
men
datio
ns c
once
rnin
g:da
nce
curr
icul
umsc
hool
clim
ate
staf
fing
equi
pmen
t, fa
cilit
ies
and
mat
eria
lsad
voca
cy
SCH
OO
L D
AN
CE
CU
RR
ICU
LU
M
The
sch
edul
ing
of d
ance
cla
sses
sho
uld
beco
nsid
ered
. Dan
ce c
lass
es s
houl
d be
offe
red
con-
sist
ently
, at l
east
as
ofte
n as
vis
ual a
rt, m
usic
and
thea
tre.
Idea
lly th
e m
ost e
ffect
ive
lear
ning
take
spl
ace
whe
n cl
asse
s ar
e of
fere
d da
ily. T
he fo
llow
-in
g is
a li
st o
f sug
gest
ions
for
inco
rpor
atin
g a
succ
essf
ul d
ance
pro
gram
in th
e sc
hool
s.
The
ent
ire K
-12
popu
latio
n, in
clud
ing
hand
i-ca
pped
and
spe
cial
nee
ds c
hild
ren,
sho
uld
have
the
oppo
rtun
ity to
dan
ce.
Dan
ce k
now
ledg
e an
d sk
ills
shou
ld b
e pr
e-se
nted
seq
uent
ially
in th
e cu
rric
ulum
. The
resh
ould
be
clas
ses
to a
ccom
odat
e a
varie
ty o
fle
vels
.
All
clas
ses
shou
ld h
ave
a sp
ecifi
c co
urse
de-
scrip
tion
and
outc
ome
base
d ob
ject
ives
.T
hese
out
com
es s
houl
d be
eva
luat
ed.
'Stu
dent
s sh
ould
hav
e ex
posu
re to
all
danc
eco
mpo
nent
s du
ring
thei
r K
-12
educ
atio
n.
a D
ance
sho
uld
be in
clud
ed a
nd in
volv
ed in
col
-la
bora
tive
acad
emic
pro
ject
s (c
ore
teac
hing
).
SCH
OO
L C
LIM
AT
E
A p
ositi
ve a
nd s
uppo
rtiv
e sc
hool
clim
ate
isne
cess
ary
for
a su
cces
sful
dan
ce p
rogr
am. T
hefo
llow
ing
sugg
estio
ns a
re m
ade
know
ing
they
are
not a
ll in
clus
ive.
Eac
h di
stric
t will
add
,im
prov
e up
on a
nd c
reat
e th
eir
own
idea
s, m
ak-
ing
the
danc
e pr
ogra
m th
eir
own.
The
sch
ool b
oard
and
sch
ool s
houl
d be
ope
n-m
inde
d an
d al
low
the
danc
e ar
tistr
y to
take
plac
ewith
out u
nece
ssar
y ce
nsor
ship
and
the
danc
e ac
ader
nica
rea
shou
ld u
phol
d an
y an
dal
l sch
ool p
olic
ies.
The
dan
ce p
rogr
am s
houl
d be
vie
wed
equ
ally
as a
n ac
adem
ic p
ursu
it as
wel
l as
extr
a-cu
r-ric
ular
.T
he s
choo
l inc
orpo
ratin
g a
danc
e pr
ogra
msh
ould
mai
ntai
n an
edu
catio
nal p
hilo
soph
yth
at in
spire
s st
uden
ts to
lear
n.P
rior
to in
stitu
ting
a da
nce
prog
ram
, adr
nini
s-tr
a to
rssh
ould
be
educ
ated
toth
eps
ycho
logi
cal,
phys
iolo
gica
l, so
ciol
ogic
al a
ndac
adem
ic b
enef
its o
f a d
ance
pro
gram
.T
here
sho
uld
be s
uppo
rt o
f dan
ce fa
culty
and
adm
inis
trat
ion
by o
ther
aca
dem
icia
ns a
ndad
min
istr
atio
n.
The
sch
ool s
houl
d pr
ovid
e su
ppor
t, en
cour
-ag
emen
t, an
d ce
lebr
atio
n of
stu
dent
acco
mpl
ishm
ents
and
effo
rts.
ST
AF
FIN
G C
ON
CE
RN
S
Idea
lly e
ach
scho
ol s
houl
d ha
ve a
cces
s to
ace
rtifi
ed d
ance
inst
ruct
or. I
f thi
s is
not
pos
sibl
eth
en th
e sc
hool
s sh
ould
hav
e ac
cess
to s
omeo
new
ith a
deg
ree
in d
ance
and
/or
prof
essi
onal
ex-
perie
nce.
Sch
ools
can
sup
plem
ent a
dan
cepr
ogra
m b
y us
e of
the
Wyo
min
g A
rts
Cou
ncil
Art
s in
Edu
catio
n pr
ogra
m w
hich
, thr
ough
agr
antin
g pr
oces
s, p
rovi
des
artis
ts in
the
scho
ols.
Sch
ools
can
als
o in
quire
abo
ut s
tate
con
sulta
ntpo
ols.
Whe
neve
r po
ssib
le, t
here
sho
uld
be a
com
-m
unity
list
of r
esou
rce
pers
ons,
boo
ks, v
ideo
tape
san
d m
usic
com
pile
d. F
or y
our
conv
enie
nce
we
have
com
pile
d a
stat
ewid
e lis
t.
Oth
er h
elpf
ul r
esou
rces
are
the
stat
e da
nce
chai
r fo
r th
e W
yom
ing
Alli
ance
for
Hea
lth, P
hysi
-ca
l Edu
catio
n, R
ecre
atio
n an
d D
ance
. The
Na
tiona
ID
ance
Ass
ocia
tion
is a
ffilia
ted
with
the
Am
eric
anA
llian
ce fo
r H
ealth
Phy
sica
l Edu
catio
n, R
ecre
-at
ion
and
Dan
ce. M
any
reso
urce
s ar
e av
aila
ble
121
122
AP
PE
ND
IX D
thro
ugh
the
Nat
iona
l Dan
ce A
ssoc
iatio
n. T
heW
yom
ing
Alli
ance
for
Art
s E
duca
tion
can
also
be in
stru
men
tal i
n as
sist
ing
with
the
deve
lop-
men
t of
a lo
cal d
ance
pro
gram
. A li
stin
g of
thes
eor
gani
zatio
ns c
an b
e fo
und
in th
e St
ate
Res
ourc
elis
t in
the
App
endi
cies
of
this
gui
de.
Staf
f D
evel
opm
ent
Dan
ce c
ertif
icat
ion
for
teac
hers
sho
uld
be-
com
e av
aila
ble
thro
ugh
wor
ksho
ps, r
egio
nal
and
stat
ewid
e m
eetin
gs, c
ontin
ued
prof
essi
onal
stud
y an
d m
aste
r cl
asse
s, m
aste
r/ap
pren
tice
wor
ksho
ps a
nd p
erio
dic
inte
rnsh
ips.
Int
egra
ted
and
inte
rdis
cipl
inar
y da
nce/
acad
emic
wor
k-sh
ops
shou
ld b
e de
velo
ped
and
avai
labl
e.
EQ
UIP
ME
NT
, FA
CIL
ITY
AN
D M
AT
ER
IAL
RE
CO
MM
EN
DA
TIO
NS
Itis
impo
rtan
t to
note
that
dan
ce c
an b
eta
ught
in a
ny c
lear
spa
ce f
ree
of o
bsta
cles
and
on
a fl
oor
free
of
splin
ters
, nai
ls a
nd o
ther
har
mfu
lpr
otru
sion
s. T
he f
ollo
win
g is
a s
ugge
sted
list
of
equi
pmen
t for
an
idea
l dan
ce p
rogr
am.
mov
eabl
e ba
rres
, mir
rors
and
cur
tain
sva
riou
s ha
nd in
stru
men
ts-s
ound
sys
tem
-vid
eo e
quip
men
tap
prop
riat
e sp
ace
spec
ific
to v
ario
us d
ance
offe
ring
s
-fun
ding
ava
ilabl
e fo
r th
e pu
rcha
se o
f eq
uip-
men
t and
mus
ic-w
oode
n fl
oors
Als
o ne
cess
ary
are:
-aca
dem
iccl
assr
oom
s as
wel
l as
mov
ing
spac
e-
mov
eabl
e de
sks
-cha
ngin
g, d
ress
ing
and
show
erin
g sp
aces
-sto
rage
spa
ce f
or c
ostu
min
g, p
rops
offi
ce s
pace
for
dan
ce p
erso
nnel
acce
ss to
TV
stu
dio
in d
istr
ict f
or in
stru
c-tio
nal p
urpo
ses
-per
form
ance
spa
ces
both
larg
e an
d sm
all
-wel
l lit
inst
ruct
iona
l spa
ces
(whe
n po
ssib
leha
ve n
atur
al li
ght)
AD
VO
CA
CY
In o
rder
for
the
com
mun
ity to
bec
ome
anad
voca
te o
f da
nce
with
in th
e sc
hool
cur
ricu
lum
the
follo
win
g sh
ould
occ
ur:
An
asse
ssm
ent o
f th
e cu
ltura
l nee
ds o
f th
eco
mm
unity
, inc
ludi
ng th
e da
nce
arts
sho
uld
be c
ondu
cted
.
Art
icul
atio
n of
dan
ce b
enef
its K
-Uni
vers
itysh
ould
be
prov
ided
to th
e co
mm
unity
.
Dis
sem
inat
ion
of d
ance
ben
efit
info
rmat
ion
topa
rent
s an
d co
mm
unity
via
new
slet
ters
, pub
-lic
for
ms,
and
the
PTA
sho
uld
be c
ondu
cted
.
Col
labo
ratio
ns w
ith v
isua
l art
s, m
usic
, the
-at
rean
d th
e lit
erar
y ar
ts s
houl
d be
deve
lope
d.
Loc
al in
tere
st g
roup
s sh
ould
be
enco
urag
edto
dev
elop
dan
ce s
chol
arsh
ips
for
stud
ents
,fu
rthe
ring
thei
r ed
ucat
ion
in d
ance
.
Loc
al d
ance
org
aniz
atio
ns s
houl
d be
enc
our-
aged
to e
mer
ge a
s su
ppor
t and
res
ourc
een
titie
s th
at c
ould
ass
ist i
n so
liciti
ng f
und-
ing,
vol
unte
ers
and
idea
s.
Dan
cesh
ould
bei
ncor
pora
ted
into
oth
er c
om-
mun
ity p
rogr
ams
in th
e sc
hool
s an
dco
mm
unity
, i.e
., D
AR
E, 4
-H.
Dan
ce p
erso
nnel
sho
uld
wor
k cl
osel
y w
ithth
e St
ate
Art
s C
ounc
il to
sol
icit
stat
ewid
eda
nce
info
rmat
ion
and
assi
st in
the
prom
o-tio
n of
the
arts
.
Dan
ce p
erfo
rman
ce d
ates
sho
uld
be p
oste
don
all
com
mun
ity a
nd s
choo
l cal
enda
rs.
Dan
ce a
dvoc
ates
nee
d to
pro
mot
e al
l of
the
arts
.
Dan
ce e
duca
tors
and
adm
inis
trat
ors
shou
ldw
ork
toge
ther
to in
stitu
te a
n "A
ll St
a te
Dan
cePe
rfor
man
ce"
oppo
rtun
ity a
nd/o
r su
mm
erda
nce
cam
p.
DA
NC
EW
yom
ing
Art
s E
duca
tion
Cur
riful
um 2312
4P
age
8-19
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
Page
B-2
0
AP
PE
ND
IX E
Dan
ce r
esou
rces
:st
ate
and
natio
nal
STA
TE
WID
E O
RG
AN
IZA
TIO
NS
Uni
vers
ity o
f W
yom
ing
Dep
artm
ent o
f T
heat
re a
nd D
ance
P.O
. Box
395
1L
aram
ie, W
Y 8
2071
-395
1
Wes
tern
Wyo
min
gC
omm
unity
Col
lege
Dir
ecto
r, C
olle
en A
ltaff
er S
mith
2500
Col
lege
Dri
veR
ock
Spri
ngs,
WY
829
01
Bas
que
Dan
cers
Josi
e Ja
ureq
ue13
25 C
otto
nwoo
d D
rive
Roc
k Sp
ring
s, W
Y 8
2901
Eas
tern
Sho
shon
i Cul
ture
Cen
ter
Dan
ce a
nd S
ongs
Patr
icia
Ber
gie,
Dir
ecto
rP.
O. B
ox 5
38R
icha
rd F
erri
s, S
r.H
arri
son
Shoy
o13
2 St
ewar
d R
d.H
amen
Wis
eB
ox 5
38Fo
rt W
asha
kie,
WY
825
14
Inte
rnat
iona
l Stu
dent
's A
ssoc
iatio
nB
ox 3
703
Uni
vers
ity o
f W
yom
ing
Lar
amie
, WY
820
71 -
3951
Kol
o Fo
lk D
ance
sM
ary
Lea
h D
oak
405
Mou
ntai
n V
iew
Dri
veR
ock
Spri
ngs,
WY
829
01
Los
Chi
cos
y C
hica
s de
Gre
en R
iver
(Mex
ican
Dan
ce)
Mar
tha
Bar
rera
280
Hoo
ver
Dri
veG
reen
Riv
er, W
Y 8
2935
NA
TIO
NA
L R
ESO
UR
CE
S
Alli
ance
for
Art
s E
duca
tion
John
F. K
enne
dy C
ente
r fo
r th
e Pe
rfor
min
gA
rts
Was
hing
ton,
DC
205
66
Am
eric
an A
llian
ce f
or H
ealth
,Ph
ysic
al E
duca
tion,
Rec
reat
ion
and
Dan
ce19
00 A
ssoc
iatio
n D
rive
Res
ton,
VA
220
91
Am
eric
an D
ance
Gui
ld16
19 B
road
way
Roo
m 6
03N
ew Y
ork,
NY
100
19
Am
eric
an D
ance
The
rapy
Ass
ocia
tion
Suite
230
2000
Cen
tury
Pla
zaC
olum
bia,
MD
210
44
125
Dan
ceD
ance
Not
atio
n B
urea
u19
Uni
on S
quar
e W
est
New
Yor
k, N
Y 1
0003
Nat
'l. A
ss'n
of
Stat
e A
rt A
genc
ies
Suite
316
1010
Ver
mon
t Ave
., N
.W.
Was
hing
ton,
DC
200
05
Nat
iona
l Dan
ce A
ssoc
iatio
n19
00 A
ssoc
iatio
n D
rive
Res
ton,
VA
220
91
Nat
iona
l End
owm
ent f
or th
e A
rts
Art
s in
Edu
catio
n Pr
ogra
m24
01 E
. Str
eet N
.W.
Was
hing
ton,
DC
205
06
Wyo
min
g A
rts
Cou
ncil
AIE
Pro
gram
2320
Cap
itol A
ve.
Che
yenn
e, W
Y 8
2002
Ref
eren
ce M
ater
ials
MA
GA
ZIN
ES
Am
eric
an A
llian
cefo
r H
ealth
, Phy
sica
lE
duca
tion,
Rec
reat
ion,
and
Dan
ce
Am
eric
an D
ance
The
rapy
Ass
ocia
tion
Am
eric
an S
quar
e D
ance
C.O
.R.D
.: H
isto
ries
, Per
spec
tives
, and
Dis
cipl
ine
Dan
ce a
nd D
ance
rs
Dan
ce M
agaz
ine
Dan
cing
Tim
es
Dan
ce B
usin
ess
New
s L
ette
r
Dan
ce L
ife
in N
Y
Dan
ce N
ews
Dan
ce S
ourc
e
Dra
ma
Rev
iew
Dan
ce T
each
er N
ow
Eng
lish
Dan
ce a
nd S
ong
The
atre
Cra
fts
Jour
nal o
f Ph
ysic
al E
duca
tion,
Rec
reat
ion
and
Dan
ce (
AA
HPE
RD
)
12G
AP
PE
ND
IX E
BO
OK
S A
ND
AR
TIC
LE
S
Lan
ger
Suza
nne
K. F
eelin
g an
d Fo
rm.
New
Yor
k: C
harl
es S
crib
ner's
Son
a,19
57.
Shee
ts, M
axin
e. T
he P
heno
men
olog
y of
Dan
ce. M
adis
on, W
I: U
nive
rsity
of
Wis
-co
nsin
Pre
ss, 1
966.
BA
LL
ET
Gra
nt, G
ail.
Tec
hnic
al M
anua
l and
Dic
tio-
nary
of
Cla
ssic
al B
alle
t, 3r
d. E
d. N
ewY
ork:
Dov
er P
ublic
atio
ns, 1
982.
Ham
mon
d, S
andr
a N
oll.
Bal
let B
asic
s,Pa
lo A
lto,C
A: M
ayfi
eld
Publ
ishi
ngC
o.,
1984
.
Ham
mon
d, S
andr
a N
oll.
Bal
let:
Bey
ond
the
Bas
ics.
Pal
o A
lto, C
A: M
ayfi
eld
Pub-
lishi
ng C
o., 1
982.
CH
OR
EO
GR
APH
Y/
IMPR
OV
ISA
TIO
N
Blo
m, L
ynne
Ann
e an
d T
erin
Cha
pin.
The
Mom
ent o
f M
ovem
ent:
Dan
ce im
prov
i-sa
tion.
Pitts
burg
h, P
A: U
nive
rsity
of
Pitts
burg
h Pr
ess,
198
8.
Ellf
eldt
, Loi
s. A
Pri
mer
for
Cho
reog
ra-
pher
s.Pa
lo, A
lto, C
A: M
ayfi
eld
Publ
ishi
ng C
o., 1
967.
Hay
es, E
lizab
eth
R. D
ance
Com
posi
tion
and
Prod
uctio
n. P
rinc
eton
, N.J
.: D
ance
Hor
izon
s/ P
rinc
eton
Boo
k Pu
blis
her
Co.
,19
81.
Hum
phre
y, D
oris
. The
Art
of
Mak
ing
Dan
ces.
New
Yor
k: H
olt,
Rin
ehar
t and
Win
ston
, 195
9.
CR
EA
TIV
E D
AN
CE
FO
RC
HIL
DR
EN
Boo
rman
, Joy
ce. C
reat
ive
Dan
ce in
the
Firs
t Thr
ee G
rade
s. D
onM
ills,
Ont
ario
,C
anad
a: L
ongm
an, C
anad
a, 1
969.
Flem
min
g, G
lady
s A
ndre
ws.
Cre
ativ
eR
hyth
mic
Mov
emen
t: B
oys
and
Gir
lsD
anci
ng, E
ngle
woo
d C
liffs
, NJ:
Pre
ntic
eH
all,
1976
.
Joyc
e, M
ary.
Fir
st S
teps
in T
each
ing
Cre
-at
ive
Dan
ce. P
alo
Alto
, CA
: May
fiel
dPu
blis
hing
Co.
, 197
3.
FOR
SE
CO
ND
AR
Y L
EV
EL
S
Che
ney,
Gay
and
Jan
et S
trad
er. M
oder
nD
ance
. Bos
ton:
Ally
n an
d B
acon
, 197
5.
Dan
ce C
urri
culu
m R
esou
rce
Gui
de:
Com
preh
ensi
ve D
ance
Edu
catio
n fo
r Se
c-on
dary
Sch
ools
. Rev
ised
Edi
tion.
New
Yor
k: A
mer
ican
Dan
ce G
uild
, 198
0.
ET
HN
IC/N
AT
IVE
AM
ER
ICA
N D
AN
CE
Dor
ian,
Mar
gery
. Eth
nic
Stor
ies
for
Chi
l-dr
en to
Dan
ce. B
BB
Ass
ocia
tes,
196
7.
Hug
hes,
Rus
sell
Mer
iwet
her.
Tot
al E
du-
catio
n in
Eth
nic
Dan
ce. N
ew Y
ork:
M.
Dek
ker,
197
7.
Tre
nhol
m, V
irgi
nia
Col
e. T
he A
rapa
hoes
:O
ur P
eopl
e. N
orm
an, O
K: U
nive
rsity
of
Okl
ahom
a Pr
ess,
197
0.
Tre
nhol
m, V
irgi
nia
Col
e. T
he S
hosh
onis
:Se
ntin
els
of th
e R
ocki
es. N
orm
an, O
K:
Uni
vers
ity o
f O
klah
oma
Pres
s, 1
964.
FOL
K, S
OC
IAL
& S
QU
AR
E D
AN
CE
Buc
kman
, Pet
er. L
et's
Dan
ce: S
ocia
l, B
all -
room
and
Folk
Dan
cing
, Pad
ding
ton
Pres
s,19
78.
Har
ris,
Jan
e A
., A
nne
Pittm
an a
ndM
arly
s S.
Wal
ler.
Dan
ce A
Whi
le: H
and-
book
of
Folk
, Squ
are
and
Soci
al D
ance
. 5th
ed. M
inne
apol
is, M
N :
Bur
gess
, 197
8.
Jouk
owsk
y, A
nato
le.
The
Tea
chin
g of
Eth
nic
Dan
ce: M
aced
onia
. Gre
ece,
Ser
bia,
Bul
gari
a, R
uman
ia, C
zech
oslo
vaki
a, F
ranc
e,Po
land
, the
Ukr
aine
. New
Yor
k: J
.L. P
ratt,
1965
.
Law
son,
Joa
n. E
urop
ean
Folk
Dan
ce. P
itt-
man
, 195
5.
JAZ
Z D
AN
CE
Kay
ou, D
elor
es K
irto
n. M
oder
n Ja
zz D
ance
.Pa
lo A
lto, C
A: M
ayfi
eld
Publ
ishi
ng C
o.,
1971
.
Kra
ines
, Mel
inda
Goo
dman
and
Est
her
Kan
. Jum
p in
to J
azz.
Pal
oA
lto, C
A:
May
fiel
d Pu
blis
hing
Co.
199
0.
Tra
guth
, Fre
d. M
oder
n Ja
zz D
ance
.E
ngle
woo
d C
liffs
, NJ:
Pre
ntic
e H
all,1
983.
MO
DE
RN
DA
NC
E
Loc
khar
t, A
line
Sim
pson
. Mod
ern
Dan
ce:
Bui
ldin
g an
d T
each
ing
Les
sons
. 5th
Ed.
Dub
uque
, IA
: W.C
. Bro
wn,
197
7.
Min
ton,
San
dra
Cer
ny. M
oder
n D
ance
,B
ody
and
Min
d: A
Bas
ic A
ppro
ach
for
Beg
inne
rs. E
ngle
woo
d,C
O: M
orto
nPu
blis
hing
Co.
, 198
4.
Sher
bon,
Eliz
abet
h. O
n th
e C
ount
of
One
:M
oder
n D
ance
Met
hods
. 3rd
Edi
tion.
Pal
oA
lto C
A: M
ayfi
eld,
198
2.
Nat
iona
l Dan
ce A
ssoc
iatio
n, D
isco
ver
Dan
ce: T
each
ing
Mod
ern
Dan
ce in
the
Seco
ndar
y Sc
hool
s.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
127
128
Page
8-2
1
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mD
AN
CE
Page
B-2
2
AP
PE
ND
IX E
HIS
TO
RY
Cla
rk, M
ary
and
Cle
men
t Cri
sp. B
alle
t:A
n ill
ustr
ated
His
tory
. New
Yor
k: U
ni-
vers
e B
ooks
, 197
3.
Coh
en, S
elm
a Je
anne
. Dan
ce a
s a
The
atre
Art
. New
Yor
k: D
odd,
Mea
d, 1
977.
Hor
st, L
ouis
. Pre
-Cla
ssic
Dan
ce F
orm
s.N
ew Y
ork:
Kam
in D
ance
Pub
lishe
rs,
1953
.
Kra
us, R
icha
rd, H
ilsde
ndag
er a
ndD
ixon
. His
tory
of
the
Dan
ce in
Art
and
Edu
catio
n. 3
rd E
ditio
n. E
ngle
woo
d C
liffs
,N
J: P
rent
ice
Hal
l, 19
91.
DA
NC
E I
NT
EG
RA
TE
D I
NT
OO
TH
ER
CU
RR
ICU
LU
M A
RE
AS
Di m
onds
tein
, Ger
aldi
ne. C
hild
ren
Dan
cein
the
Cla
ssro
om. N
ew Y
ork:
Mac
mill
an,
1971
.
Hem
min
g, G
lady
s A
ndre
ws.
Chi
ldre
n's
Dan
ce. W
ashi
ngto
n, D
C: A
APH
ER
DPu
blic
atio
ns, 1
973.
Stoe
sz, J
enni
fer
B. T
he M
ovin
g C
alen
dar.
1415
Ste
ele,
Lar
amie
, WY
820
70.
129
Wer
ner,
Pet
er H
. and
Els
ie C
. Bur
ton.
Lea
rnin
g T
hrou
gh M
ovem
ent:
Tea
chin
gC
ogni
tive
Con
tent
Thr
ough
Phy
sica
l Ac-
tiviti
es. S
t. L
ouis
: C.V
. Mos
by, 1
979.
DA
NC
E F
OR
SPE
CIA
LPO
PUL
AT
ION
S
Llo
ys, M
arci
a L
. "T
he H
andi
capp
ed C
anD
ance
Too
!" J
ourn
al o
f Ph
ysic
al E
duca
-tio
n, R
ecre
atio
n an
d D
ance
. V. 4
9, N
. 5,
1978
.
Mas
on, K
athl
een
Cri
ddle
, ed.
Dan
ceT
hera
py: F
ocus
on
Dan
ce V
II. W
ashi
ng-
ton,
DC
: AA
HPE
RD
Pub
licat
ions
, 197
4.
Scho
op, T
rudi
. Won
't Y
ou J
oin
the
Dan
ce?
Palo
Alto
, CA
: May
fiel
d Pu
blis
hing
Co.
,1°
74.
MO
VE
ME
NT
AN
AL
YSI
S/L
A B
AN
ST
UD
IES
Lab
an, R
udol
f. M
oder
n E
duc
tiona
lD
ance
. Rev
. ed.
tran
slat
ed b
y L
isa
Ull-
man
. New
Yor
k: P
raeg
er, 1
968.
Min
ton,
San
dra
Cer
ny. B
ody
and
Self
:Pa
rtne
rs in
Mov
emen
t. C
ham
paig
n, I
L:
Hum
an K
inet
ics
Boo
ks, 1
989.
Pres
ton-
Dun
lop,
Val
arie
. A H
andb
ook
for
Mod
ern
Edu
catio
nal D
ance
. Lon
don:
Mac
Don
ald
and
Eva
ns, 1
972.
MU
SIC
/RH
YT
HM
IC A
NA
LY
SIS
Mai
ns, M
arga
ret S
mal
l. M
oder
n D
ance
Man
ual;
Rhy
thm
ic A
naly
sis
as I
t Rel
ates
toM
ovem
ent.
Dub
uque
, IA
: W M
C. B
row
n,C
o., 1
950.
Port
er, E
vely
n. M
usic
Thr
ough
the
Dan
ce.
New
Yor
k: C
harl
esSc
ribn
ers
Sons
,19
38.
Roz
maj
al, M
icho
n an
d R
ene
Boy
er -
Whi
te. M
usic
Fun
dam
enta
ls, M
etho
ds a
ndM
ater
ials
for
the
Cla
ssro
omT
each
er. W
hite
Plai
ns, N
Y: L
ongm
an, 1
990.
KIN
ESI
OL
OG
Y
Alte
r, J
udy.
Str
etch
and
Str
engt
hen.
Bos
-to
n: H
ough
ton
Mif
flin
Co.
, 198
6.
Fitt,
Sal
ly. D
ance
Kin
esio
logy
. New
Yor
k:Sc
hirm
er B
ooks
, 198
8.
DA
NC
E P
RO
DU
CT
ION
Cor
son,
Ric
hard
. Sta
ge M
ake-
up. 4
th e
d.N
ew Y
ork:
Mer
edith
, 196
7.
Ellf
eldt
, Loi
s an
d E
dwin
Car
nes.
Dan
cePr
oduc
tion
Han
dboo
k. P
alo
Alto
, CA
:M
ayfi
eld
Publ
ishi
ng C
o., 1
971.
Seld
en, S
amue
l and
Hun
ton
D. S
ellm
an.
Stag
e Sc
ener
y an
d L
ight
ing.
New
Yor
k:A
pple
ton-
Cen
tury
-Cro
fts,
195
9.
DA
NC
E F
AC
ILIT
IES
AN
D E
QU
IPM
EN
T
Dan
ce F
acili
ties
and
Equ
ipm
ent H
andb
ook.
Was
hing
ton,
DC
: AA
PHE
RD
Pub
lica-
tions
, 197
7.
130
C.1
dr 1141 ;i1111 1 iiii1111111111116.1fii Illni,111 IIIliüith I k
Mus
ic
v.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
C
133
BE
ST C
OPY
AV
AIL
AB
LE
134
Page
C-1
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-2
Mus
ic c
urric
ulum
1_0'
5
Intr
oduc
tory
sta
tem
ent
Mus
ic is
an
esse
ntia
l par
t of
ever
y ed
ucat
iona
l cur
ricu
lum
. A h
ealth
ym
usic
pro
gram
sho
uld
incl
ude
perf
orm
ance
, mus
ic h
isto
ry, a
esth
et-
ics,
mus
ic c
ritic
ism
, and
the
prod
uctio
n an
d im
prov
isat
ion
of m
usic
.M
usic
edu
catio
n sh
ould
pro
vide
eac
h st
uden
t with
an
outle
t for
crea
tivity
and
sel
f-ex
pres
sion
. As
mus
ic s
tude
nts
stud
y re
latio
nshi
psin
mel
odie
s, h
arm
onie
s, r
hyth
ms,
and
the
lang
uage
of
mus
ic, t
hey
lear
n to
wei
gh a
nd ju
dge,
dec
ide
and
adju
st, a
nd f
eel a
nd in
terp
ret.
Exp
erie
nces
in m
usic
con
trib
ute
to a
stu
dent
s'gr
owth
and
wel
l-be
ing.
Mus
ic c
an b
e us
ed to
enh
ance
and
cla
rify
con
cept
s in
all
othe
rcu
rric
ulum
are
as in
clud
ing
read
ing,
wri
ting,
cal
cula
tion,
sci
ence
,he
alth
, phy
sica
l edu
catio
n, h
isto
ry, l
angu
age
and
aest
hetic
s.
Mus
ic e
duca
tion
shou
ld in
clud
e th
e de
velo
pmen
t of
self
-dis
cipl
ine
and
criti
cal t
hink
ing
skill
s an
d a
love
of
lifel
ong
lear
ning
. Eve
ry m
usic
stud
ent s
houl
d ac
tivel
y pa
rtic
ipat
e in
mus
ic p
erfo
rman
ce. T
he c
om-
pone
nts
ofpe
rfor
man
ce c
an in
clud
e m
ovem
ent t
o m
usic
, sin
ging
,pl
ayin
g an
inst
rum
ent,
read
ing
and
liste
ning
.A
t an
early
age
,st
uden
ts s
houl
d be
abl
e to
rec
ogni
ze w
ritte
n m
usic
and
beg
in to
deci
pher
not
es a
nd n
otat
iona
l sym
bols
in w
ritte
n m
usic
. At t
hese
cond
ary
leve
l, st
uden
ts s
houl
d co
ntin
ue to
rea
d m
usic
and
be
able
to a
pply
thos
e re
adin
g sk
ills
to a
n in
stru
men
t.
Thr
ough
out h
isto
ry, m
usic
has
pla
yed
a cr
ucia
l rol
e in
the
deve
lop-
men
t of c
ivili
zatio
n. M
usic
edu
catio
n sh
ould
impl
emen
t mul
ticul
tura
lkn
owle
dge
at a
ll ag
e le
vels
. Thi
s im
plem
enta
tion
mig
ht o
ccur
thro
ugh
the
mus
ical
cel
ebra
tion
of c
ultu
ral h
olid
ays
or th
e di
scus
sion
of i
mpr
o-vi
satio
n an
d ja
zz. M
usic
his
tory
sho
uld
incl
ude
inst
ruct
ion
on th
eim
pact
of w
omen
in m
usic
and
the
utili
zatio
n of
wom
en c
ompo
sers
durin
g pe
rfor
man
ce.
Beg
inni
ng in
the
early
gra
des,
stu
dent
s sh
ould
be
expo
sed
to a
var
iety
of p
erfo
rman
ces,
lite
ratu
re a
nd m
edia
. Stu
dent
s sh
ould
dev
elop
the
abili
ty to
mak
e in
depe
nden
t aes
thet
ic ju
dgem
ents
abo
ut th
e m
usic
they
are
exp
osed
to. T
hese
aes
thet
ic ju
dgem
ents
sho
uld
be b
ased
on
stud
ents
' abi
lity
to li
sten
inte
llige
ntly
to m
usic
and
als
o on
thei
rpr
evio
us e
xpos
ure
to v
ario
us m
usic
al s
tyle
s.
All
stud
ents
sho
uld
have
an
equa
l opp
ortu
nity
to s
tudy
mus
ic a
nd fi
ndav
enue
s of
gro
wth
to d
evel
op a
s fa
r as
thei
r ab
ilitie
s, n
eeds
and
inte
rest
s w
ill p
erm
it. M
usic
edu
catio
n sh
ould
be
mad
e ac
cess
ible
to a
llsp
ecia
l pop
ulat
ions
. A r
espo
nsib
le m
usic
pro
gram
will
mak
e ne
ces-
sary
adj
ustm
ents
to fi
t the
mus
ic c
urric
ulum
to th
e ne
eds
of th
ose
stud
ents
with
spe
cial
abi
litie
s. M
usic
edu
catio
n is
vita
l in
the
rein
forc
e-m
ent o
f lea
rnin
g fo
r st
uden
ts fr
om s
peci
al p
opul
atio
ns.
In o
rder
to fu
lly d
evel
op th
e m
inds
of e
very
stu
dent
, an
effe
ctiv
e sc
hool
curr
icul
um m
ust i
nclu
de m
usic
.
1:36
Leve
l one
out
com
esA
esth
etic
s
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Dem
onst
rate
a n
incr
ease
d aw
aren
ess
of m
usic
as a
n im
port
ant p
art o
f ev
eryd
ay li
fe b
y
-dev
elop
ing
an a
war
enes
s an
d se
nsiti
vity
to a
vari
ety
of m
usic
-dem
onst
ratin
g a
resp
ect f
or m
usic
and
its
perf
or r
nanc
e an
d cr
eatio
n (i
.e. p
rope
r co
ncer
tet
ique
tte)
Use
mus
ic a
s a
mea
ns o
f pe
rson
al e
xpre
ssio
n/co
mm
unic
atio
n
Dis
cuss
per
sona
l res
pons
es a
nd e
mot
iona
l eff
ects
of m
usic
Crit
icis
m
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Bec
ome
sens
itive
to a
nd c
ompa
re s
ound
s in
thei
r
envi
ronm
ent a
s th
ey b
egin
to d
istin
guis
hbe
twee
n ho
useh
old
and
ever
yday
and
indu
stri
al r
hyth
ms
Inte
rpre
t the
bas
ic n
otat
iona
l sym
bols
for
rhyt
hm p
atte
rns,
incl
udin
g qu
arte
r, e
ight
han
d ha
lf n
otes
and
res
ts, b
y en
gagi
ng in
appr
opri
ate
mov
emen
t, su
ch a
s cl
appi
ng o
rw
alki
ng, p
layi
ng o
n cl
assr
oom
inst
rum
ents
,or
cha
ntin
g
-rec
ogni
ze th
e ba
s ic
fea
t are
s (e
.g. f
orm
, mel
odic
cont
our,
exp
ress
ive
quak
ies)
of
unfa
mili
arso
ngs
by s
tudy
ing
thei
r no
tatio
n
-rec
ogni
ze a
ural
ly th
e tim
bre
of b
asic
win
d,st
ring
, per
cuss
ion
and
folk
inst
rum
ents
Des
crib
e in
sim
ple
term
s th
e st
ylis
ticch
arac
teri
stic
s of
som
e of
the
mus
ic th
ey s
ing
or li
sten
to a
s th
ey
-use
mus
ical
term
s an
d co
ncep
ts to
exp
ress
thou
ghts
abo
ut m
usic
(e.
g. lo
ud, s
hort
, hig
h,m
elod
y, r
hyth
m)
-ide
ntif
y th
estr
uctu
reof
sim
ple
mus
ical
for
ms
(i.e
.: A
B, A
BA
, ron
do)
His
tory
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Part
icip
ateb
y pl
ayin
g an
d he
arin
g m
usic
of
thei
row
n et
hnic
and
cul
tura
l gro
up a
s w
ell a
s th
atof
othe
r st
uden
ts' e
thni
c an
d cu
ltura
l gro
ups
'Lis
ten
to s
igni
fica
nt s
tyle
s an
d ge
nres
in m
usic
hist
ory
and
expl
ore
a va
riet
y of
maj
orco
mpo
sers
Beg
in to
und
erst
and
mus
ic a
s bo
th p
erso
nal a
ndso
ciet
al e
xpre
ssio
n
Bec
ome
acqu
aint
ed w
ith th
e ro
le o
f m
usic
in th
eliv
es o
f pe
ople
Exp
lore
and
com
pare
the
hist
oric
al r
elat
ions
hip
of m
usic
to d
ance
, the
ater
and
vis
ual a
rts
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
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7
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C-3
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-4
LEV
EL
ON
E
Pro
duct
ion
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Sing
son
gs a
ccur
atel
y an
d in
depe
nden
tly,
refl
ectin
g an
und
erst
andi
ng o
f to
nal a
ndrh
ythm
ic e
lem
ents
to
-con
trol
thei
r vo
ices
in o
rder
to p
rodu
ce th
ede
sire
d m
usic
al q
ualit
y to
com
mun
icat
eex
pres
sive
inte
nt
-per
form
bas
ic to
nal p
atte
rns,
rhy
thm
pat
tern
s,an
d si
mpl
e so
ngs
on r
ecor
der,
key
boar
d, a
ndel
ectr
onic
syn
thes
izer
, and
oth
er c
lass
room
inst
rum
ents
-sin
g on
e pa
rt a
lone
or
in a
sm
all g
roup
whi
leot
hers
sin
g co
ntra
stin
g pa
rts
-sin
g ha
rmon
izin
g pa
rts
in th
irds
and
six
ths
Prov
ide
chor
al a
ccom
pani
men
ts w
ith in
stru
-m
ents
suc
has
orff
, gui
tar,
and
a u
toha
rp-t
ype
inst
rum
ents
to
139
-con
duct
son
gs in
2-,
3-,
and
4-
beat
met
er-p
erfo
rm s
impl
e ac
com
pani
men
ts b
y ea
r
Rec
ogni
ze to
nal a
nd r
hyth
m p
atte
rns
and
mus
ical
for
ms
from
exa
min
ing
the
nota
tion
-dem
onst
rate
the
use
of a
sys
tem
atic
app
roac
hto
mus
ic r
eadi
ng
dem
onst
rate
gro
wth
in th
e ab
ility
to s
ing
orpl
ay m
usic
fro
m n
otat
ion
mak
e th
ough
tful
alte
ratio
ns a
nd v
aria
tions
inex
istin
g so
ngs
-use
mov
emen
t to
enha
nce
the
unde
rsta
ndin
gof
rhy
thm
ic p
atte
rns,
mus
ical
for
m a
ndex
pres
sion
Impr
ovis
e rh
ythm
ic a
ccom
pani
men
ts f
or s
ongs
to crea
te s
impl
e de
scan
ts, i
ntro
duct
ions
, and
coda
s
-exp
erim
ent w
ith v
aria
tions
in te
mpo
, tim
bre,
dyna
mic
s, a
nd p
hras
ing
for
expr
essi
vepu
rpos
es
-util
ize
dive
rse
soun
d so
urce
s, in
clud
ing
elec
tron
ic,w
hen
impr
ovis
ing
or c
ompo
sing
-im
prov
ise
sim
ple
ostin
ato-
like
acco
mpa
ni-
men
ts o
n pi
tche
d in
stru
men
ts o
r w
ith b
a-si
c bo
dy p
ercu
ssio
n
Perf
orm
mus
ical
ly w
ith a
n aw
aren
ess
of p
itch,
phra
sing
and
dyn
amic
s w
ith a
n en
sem
ble
Perf
orm
on
an in
stru
men
t with
pro
per
tech
niqu
e, p
rope
r po
sitio
n an
d go
od to
nequ
ality
140
Leve
l tw
o ou
tcom
esA
esth
etic
s
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Dev
elop
an
enjo
ymen
t and
sat
isfa
ctio
n in
perf
orm
ing
mus
ic, i
n bo
th f
orm
al a
nd in
form
alsi
tuat
ions
as
they
-dev
elop
a s
ensi
tivity
to th
e ae
sthe
tic q
ualit
ies
of th
e m
usic
per
form
ed o
r he
ard
-dev
elop
an
enjo
ymen
t and
sat
isfa
ctio
n in
crea
ting
orig
inal
mus
ical
idea
s
Crit
icis
m
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
*Per
ceiv
e, in
terp
ret,
resp
ond
to, a
nd e
valu
ate
adi
vers
ity o
f cu
ltura
lly o
rgan
ized
sou
ndpa
ttern
s co
mm
only
cal
led
mus
ic, a
long
with
soun
ds h
eard
in th
eir
envi
ronm
ent
-lis
ten
and
resp
ond
criti
cally
in a
wri
tten
man
-ne
r or
ora
lly to
thei
r ow
n pe
rfor
man
ces
ofm
usic
-ide
ntif
y au
rally
by
title
and
com
pose
r a
rep-
erto
ire
of c
ompo
sitio
ns th
at r
epre
sent
ava
riet
y of
mus
ical
sty
les
give
con
cent
rate
d at
tent
ion
whi
le li
sten
ing
to m
usic
for
rel
ativ
ely
long
per
iods
of
time
Dis
cuss
mus
ic, h
eard
and
per
form
ed, i
n te
rms
of m
usic
al e
lem
ents
and
str
uctu
re (
e.g.
, pitc
h,rh
ythm
, tex
ture
, for
m)
as th
ey
anal
yze
aura
lly p
erfo
rman
ces
of m
usic
, with
atte
ntio
n to
for
m, t
ype,
per
form
ance
me-
dium
, and
sal
ient
mus
ical
fea
ture
s-e
mpl
oy a
n ap
prop
riat
e vo
cabu
lary
of
mus
i-ca
l ter
ms
to a
naly
ze m
usic
-util
ize
nonv
erba
l med
ia, s
uch
as v
isua
l art
and
mov
emen
t, to
des
crib
e m
usic
al s
truc
-tu
re a
nd r
espo
nses
to m
usic
-ind
icat
e an
incr
ease
d aw
aren
ess
of th
e ex
-pr
essi
vequ
aliti
esof
the
mus
ic th
ey p
erfo
rm,
incl
udin
g ph
rasi
ng, d
ynam
ics,
art
icul
atio
n,in
tona
tion
and
bala
nce
Res
pond
to a
nd e
valu
ate
a va
riet
y of
mus
icfr
om a
var
iety
of s
tyle
s an
d pe
riod
s in
clud
ing
clas
sica
l, ja
zz, p
opul
ar id
iom
s, e
thni
c, w
orld
and
othe
rs
Eva
luat
e th
e im
pact
of
"mod
em"
tech
nolo
gyon
mus
icof
man
y st
yles
and
hist
oric
al ti
me
fram
es
His
tory
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Show
pro
fici
ency
in u
nder
stan
ding
mus
ic a
sbo
th p
erso
nal a
nd s
ocie
tal e
xpre
ssio
n as
they
-bec
ome
acqu
aint
ed w
ith th
e ro
les
of m
usic
inth
e liv
es o
f pe
ople
expl
ore
and
com
pare
the
hist
oric
al r
elat
ion-
ship
of
mus
ic to
dan
ce, t
heat
re a
nd th
evi
sual
art
sun
ders
tand
how
com
pose
rs h
ave
draw
nin
spir
atio
n fr
om m
usic
of
regi
onal
and
natio
nal o
rigi
ns-e
xplo
requ
aliti
es o
f so
und
that
are
exp
ress
ive
ofdi
ffer
ent c
ultu
res
-lis
ten
to s
igni
fica
nt s
tyle
s an
d ge
nres
in m
usic
hist
ory
Part
icip
ate
in p
layi
ng a
nd h
eari
ng m
usic
of
thei
row
n et
hnic
and
cul
tura
l gro
up, a
s w
ell a
s th
at o
fot
her
stud
ents
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
C
141
142
Page
C-5
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
MU
SIC
Pag
e C
-6
LE
VE
L M
VO
Pro
duct
ion
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Sing
with
an a
ccep
tabl
e to
ne q
ualit
y an
d br
eath
supp
ort t
hrou
ghou
t the
ir s
ingi
ng r
ange
s to
-sin
g in
uni
son
accu
rate
ly a
nd w
ith a
fre
e to
nean
d co
rrec
t exp
ress
ion
-sin
g a
repe
rtoi
re o
f fo
lk, a
rt, a
nd c
onte
mpo
-ra
ry s
ongs
-sin
g ro
unds
, par
tner
son
gs, s
ongs
with
des
-ca
nts
and
song
s in
two
or th
ree
part
s-s
ing
com
fort
ably
and
con
fide
ntly
thro
ugh
the
peri
od o
f vo
ice
chan
ge
Play
a le
ast t
hree
cho
rds
on a
n in
sti u
men
t suc
has
gui
tar
or u
kule
le a
nd d
emon
stra
te p
rofi
-ci
ency
on
a va
riet
y of
cla
ssro
om in
stru
men
ts
Perf
orm
as
solo
ists
or
mem
bers
of
a sm
all e
n-se
mbl
e, v
ocal
ly o
r on
inst
rum
ents
, for
oth
ers
in c
lass
room
set
tings
Dem
onst
rate
a c
omm
itmen
t to
the
ense
mbl
e in
whi
ch th
ey p
erfo
rm b
y pr
actic
ing
its m
usic
143
indi
vidu
ally
and
part
icip
atin
g in
it's
reh
ears
-al
s an
d co
ncer
ts
Use
sta
ndar
d no
tatio
n as
a g
uide
to s
ingi
ng o
rpl
ayin
g cl
assr
oom
inst
rum
ents
as
they
- re
ad m
usic
al n
otat
ion
-em
ploy
trad
itio
nal o
r no
ntra
ditio
nal n
otat
ion
as a
mea
ns o
f re
tain
ing
mus
ical
idea
s-i
dent
ify
by n
ame
and
func
tion
stan
dard
nota
tiona
l sym
bols
for
pitc
h, r
hyth
m,
artic
ulat
ion,
and
dyn
amic
s-r
ecog
nize
sim
ilar
and
cont
rast
ing
idea
s w
hen
pres
ente
d in
mus
ical
not
atio
n
Impr
ovis
e si
mpl
e rh
ythm
ic a
nd h
arm
onic
acco
mpa
nim
ents
to r
ecor
ded
mus
ic
sing
or
play
sim
ple
mel
odie
s in
treb
le c
lef
atsi
ght
impr
ovis
e an
d w
rite
sim
ple
mus
ic in
at l
east
one
perf
orm
ance
med
ium
usi
ng tr
aditi
onal
or n
ontr
aditi
onal
sou
nd s
ourc
es, i
nclu
ding
elec
tron
icex
peri
men
t with
var
iatio
ns in
tem
pos,
tim
-br
es, a
nd p
hras
ing
for
expr
essi
ve p
urpo
ses
Use
mov
emen
t to
enha
nce
the
unde
rsta
ndin
gof
rhy
thm
ic p
atte
rns,
mus
ical
for
m a
nd e
x-pr
essi
on
BE
ST
CO
PY
AV
AIL
AB
LE
Leve
l thr
ee o
utco
mes
Aes
thet
ics
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Exh
ibit
an e
njoy
men
t in
perf
orm
ing,
list
enin
gan
d st
udyi
ng a
var
iety
of
mus
ic a
s th
ey
-dem
onst
rate
a r
espe
ct f
or th
e sk
illed
per
for-
man
ce o
f m
usic
, qua
lity
com
posi
tions
and
skill
ed a
rran
gem
ents
-dem
onst
rate
pro
per
audi
ence
beh
avio
r re
-fl
ectin
g th
e ac
cept
ed .c
ultu
ral p
atte
rns
ofth
e m
usic
-dem
onst
rate
an
inte
rest
in m
usic
al p
erfo
r-m
ance
s in
the
scho
ol a
nd c
omm
unity
-dem
onst
rate
a p
erso
nal a
esth
etic
res
pons
e to
mus
ic
Dem
onst
rate
a c
omm
itmen
t to
perf
orm
ing
wel
lin
an
ense
mbl
e
Crit
icis
mB
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Eva
luat
e m
usic
in it
s hi
stor
ical
and
cul
tura
lco
ntex
t as
they
-ana
lyze
and
dis
cuss
a r
epre
sent
ativ
e sa
mpl
e
of m
usic
al w
orks
of
reco
gniz
ed q
ualit
y-d
emon
stra
te a
kno
wle
dge
of m
usic
not
atio
nan
d sy
mbo
ls-a
naly
ze w
ork:
; in
term
s of
the
elem
ents
of
mus
ic-d
escr
ibe
the
form
s an
d st
ruct
ures
of
the
wor
ksbe
ing
rehe
arse
d, p
erfo
rmed
or
liste
ned
to
Eva
luat
e th
e qu
ality
of
perf
orm
ance
s by
live
mus
ical
per
form
ers
dem
onst
ratin
g th
eyre
cogn
ize
aura
lly a
nd c
an d
escr
ibe
mus
ical
genr
es s
uch
as o
rato
rio,
sym
phon
y, a
ndop
era
reco
gniz
e au
rally
exa
mpl
es f
rom
the
hist
ori-
cal s
tyle
per
iods
of
mus
ic
His
tory
'B
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Dev
elop
an
unde
rsta
ndin
g of
mus
ic a
s an
es-
sent
ial a
spec
t of
hist
ory
and
hum
anex
peri
ence
'Rec
ogni
ze m
usic
as
a fo
rm o
f in
divi
dual
and
cultu
ral e
xpre
ssio
nD
evel
op a
com
preh
ensi
on o
f th
e re
latio
nshi
psof
mus
ic to
the
othe
r fi
ne a
rts
Des
crib
e di
ffer
ent c
ul tu
ral,
soci
al a
nd g
eogr
aphi
-ca
l inf
luen
ces
in m
usic
Pro
duct
ion
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Perf
orm
on
an in
stru
men
t with
pro
per
tech
-ni
que,
pro
per
posi
tion,
and
goo
d to
ne q
ualit
yto -d
emon
stra
te in
crea
sed
com
pete
ncy
on th
eir
inst
rum
ent/v
oice
inte
rpre
t cor
rect
ly p
itche
s, r
hyth
ms,
and
oth
erno
tatio
nal s
ymbo
ls-p
erfo
rm a
var
ied
repe
rtoi
re o
f m
usic
al li
tera
-tu
rere
spon
d se
nsiti
vely
to th
e ge
stur
es o
f a
con-
duct
or
Dem
onst
rate
impr
oved
ski
ll at
rea
ding
mus
ican
d gr
owth
in m
usic
ians
hip
to
crea
te a
nd/o
r ar
rang
e m
usic
al c
ompo
sitio
nin
a s
elec
ted
med
ia (
incl
udin
g in
stru
men
-ta
l, vo
cal a
nd e
lect
roni
c)cr
eate
new
syn
thet
ic s
ound
s sy
mbo
lic o
f cu
l-tu
ral c
hang
e in
soc
iety
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
C14
514
Page
C-7
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
MU
SIC
Page
C-8
Mus
ic g
loss
aty
A C
APP
EL
LA
Cho
ral a
rran
gem
ents
whi
ch a
re u
nac-
com
pani
ed.
AD
AG
IOSl
ow te
mpo
AL
LE
GR
OFa
st, l
ivel
y te
mpo
AN
DA
NT
EL
itera
lly, "
at a
wal
king
pac
e"; m
oder
-at
ely
slow
tem
po
AR
PEG
GIO
Lite
rally
, "ha
rp-l
ike"
; the
not
esof
a ch
ord
soun
ded
in s
ucce
ssio
n ra
ther
than
sim
ulta
neou
sly
BA
RO
QU
ET
he o
rnat
e st
yle
of a
rt, a
rchi
tect
ure,
and
mus
ic o
f th
e 17
th a
nd th
e fi
rst h
alf
of th
e 18
th c
entu
ries
BL
UE
SA s
tyle
of
mus
ic c
hara
cter
ized
by
its b
itter
-sw
eet j
azz
song
s or
dan
ce s
ongs
.
CL
ASS
ICA
LA
per
iod
of m
usic
cha
ract
eriz
ed b
y a
mor
e or
less
for
mal
nat
ure,
with
em
phas
is o
n be
auty
and
prop
ortio
n ra
ther
than
on
emot
iona
l exp
ress
ion.
CO
DA
A c
oncl
udin
g se
ctio
n of
a c
ompo
sitio
n
DE
SC A
NT
--C
o un
ter
mel
odyF
ound
edsi
mul
tmeo
usly
with
a m
ain
mel
ody
or th
eme
DU
RA
TIO
NL
ongn
ess
or s
hort
ness
of
soun
d, th
ele
ngth
sou
nd e
xist
s in
tim
e
DY
NA
MIC
SVol
ume,
or
the
loud
ness
or
soft
ness
of
mus
ic
FLA
TT
he s
ymbo
l whi
ch, p
lace
d be
fore
a n
ote,
low
-er
s its
pitc
h by
a s
emito
ne.
FUG
UE
A f
orm
of
mus
ic d
evel
oped
acc
ordi
ng to
a
147
AP
PE
ND
IX A
set p
atte
rn a
nd u
sing
imita
tion
of v
oice
s
GL
ISSA
ND
OT
he d
raw
ing
of a
fin
ger
dow
n or
up
ase
ries
of
adja
cent
not
es.
GR
EA
T S
TA
FF T
his
is a
fic
tiona
l not
atio
nal d
evic
e fo
rth
e pu
rpos
e of
exp
lain
ing
the
clef
s. M
iddl
e "C
" di
vide
sth
e T
rebl
e (G
) C
lef
from
the
Bas
s (F
) C
lef.
In
vari
ous
chor
al a
rran
gem
ents
, a T
rebl
e, S
opra
no, A
lto, a
nd B
ass
Staf
f al
so e
xist
s.
IMPR
ESS
ION
ISM
A p
erio
d of
mus
ic c
hara
cter
ized
by
the
para
llels
bet
wee
n th
e Im
pres
sion
ist p
aint
ers
and
Impr
essi
onis
t mus
icia
ns, s
uch
as D
ebus
sy, w
hose
drea
my
noct
urne
s ar
e re
min
isce
nt o
f W
hist
ler's
pai
nt-
ings
.
INT
ER
VA
LT
he d
ista
nce
in p
itch
betw
een
two
tone
s
JAZ
ZT
he r
oots
of
jazz
ext
end
far
back
to th
e C
olon
ial
Day
s w
ith th
e in
tegr
atio
n of
Afr
ican
-Car
ribb
ean
mus
i-ca
l sty
les
blen
ded
with
the
sim
pler
kin
d of
mis
sion
hym
ns a
nd th
e sp
onta
neou
s w
ork
song
s of
the
fiel
dha
nds.
LA
RG
O--
A v
ery
slow
tem
po, s
low
er th
an a
dagi
o
LE
GA
TO
A s
moo
th te
mpo
, opp
osite
of
stac
cato
MA
RC
AT
OA
not
e pl
ayed
with
str
ong
acce
nt
ME
LO
DY
The
mai
n m
usic
al li
ne
ME
TE
RT
heba
sicg
roup
ingo
fbea
tsan
dacc
ents
with
ina
mea
sure
NA
TU
RA
L -
A n
ote
that
is n
eith
er r
aise
d (s
harp
ed)
orlo
wer
ed (
flat
ted)
. If
this
sym
bol i
s us
ed b
efor
ea s
harp
edor
fla
tted
note
, tha
t not
e is
aut
omat
ical
ly r
esto
red
to it
s
natu
ral s
tate
.
OR
AT
OR
IOA
larg
e w
ork,
usu
ally
rel
igio
us in
na-
ture
em
ploy
ing
solo
ists
, cho
rus,
and
orc
hest
ra
PIT
CH
Hig
hnes
s of
low
ness
of
soun
d; f
requ
ency
of
vibr
atio
n
RO
MA
NT
ICA
term
use
d to
des
crib
e th
em u
sic
of th
e19
th c
entu
ry
RO
ND
OA
mus
ical
com
posi
tion
with
an
inte
rmit-
tent
ly r
ecur
ring
them
e an
d co
ntra
stin
g se
ctio
nin
ters
pers
ed
RU
BA
TO
A li
nger
ing
or h
urry
ing
over
som
e no
tes
ina
phra
se is
com
pens
ated
by
a co
rres
pond
ing
hurr
ying
or li
nger
ing
over
oth
er n
otes
in a
late
r ph
rase
; a r
hyth
-m
ic g
ive
and
take
.
SCA
LE
An
asce
ndin
g or
des
cend
ing
seri
es o
f to
nes
proc
eedi
ng b
y a
spec
ifie
d sc
hem
e of
inte
rval
s.
SON
AT
AA
com
posi
tion
usua
lly f
or o
ne o
r tw
o in
-st
rum
ents
arr
ange
d in
a s
erie
s of
thre
e or
fou
rm
ovem
ents
of
cont
rast
ing
char
acte
r.
SYM
PHO
NY
An
orch
estr
al w
ork
usua
lly in
thre
e or
four
mov
emen
ts.
SYN
CO
PAT
ION
Dis
plac
emen
t of
the
norr
nal a
ccen
t;ac
cent
on
a w
eak
beat
.
TE
MPO
A s
erie
s of
tone
s fo
rmin
g a
mus
ical
idea
.
TL
MB
RE
Ton
equa
lityo
r to
ne c
olor
, uni
queo
rgan
iza-
tion
of f
requ
enci
es in
the
over
tone
ser
ies.
VIV
AC
E V
ery
fast
tem
po, v
ivac
ious
.
VO
LU
ME
Lou
dnes
s or
sof
tnes
s of
sou
nd.
1.48
Mus
ic e
valu
atio
nA
PP
EN
DIX
B
Our
gov
ernm
ent a
nd o
ur n
atio
n as
a w
hole
are
mor
e an
d m
ore
look
ing
to s
choo
ls f
orth
eir
acco
unta
bilit
y of
cur
ricu
lum
s. E
valu
atio
n va
lidat
es a
sch
ool's
acc
ount
abili
ty f
orm
usic
as
an a
cade
mic
cou
rse.
It p
rovi
des
a m
easu
rem
ent o
f a
mus
ic s
tude
nt's
perf
orm
ance
. Thi
s co
ntin
ual m
easu
rem
ent i
s a
tool
whe
reby
pro
gram
s an
d ed
ucat
ors
prog
ress
aca
dem
ical
ly, p
hysi
cally
, and
em
otio
nally
.
For
furt
her
info
rmat
ion
on e
valu
atio
n re
sour
ces
cont
act:
Mac
mill
an P
ublis
hing
Com
pany
866
Thi
rd A
venu
eN
ew Y
ork,
NY
100
22
Park
er P
ublis
hing
Co.
, Inc
.N
yack
, NY
Silv
er B
urde
tt &
Gin
nM
orri
stow
n, N
.J.
Gia
Pub
licat
ions
7404
S. M
ason
Ave
nue
Chi
cago
, Illi
nois
Hol
t, R
ineh
art a
nd W
est
1627
Woo
dlan
d A
venu
eA
ustin
, Tex
as 7
8741
The
fol
low
ing
page
s pr
ovid
e sa
mpl
es o
f ef
fect
ive
eval
uatio
n to
ols.
Wyo
tnin
s A
rts
Edu
catio
n C
urri
culu
mM
USI
C
149
150
Page
C-9
Or.
Sample Evaluation Form
Flute
Progress of
Rawlins Public SchoolsMusic Department
Grade Evaluated by
E= Excellent work in this areaS= Satisfactory work in this areaI= Improving in this areaU= Needs improvement in this areaX= Not applicable at this time
Specific Flute Skills;
Holds the instrument correctly
Plays with a beautiful tone
Controls the upper register notes
Controls the lower register notes
Plays in phrases and musical ideas
Controls and supports with the breath
Executes the written dynamics
Embouchure development (skips and leaps)
Development of vibrato
Intonation (ensemble)
Knows the inherent pitch problems
Proper use of the L.H. Thumb
Proper D-Efiat fingering (open hole)
Proper trill key finger positioning
Has posture conducive to good playing
Teacher Comment
General Music Skills;
Articulates the written notation
Reads music at the class level
Performs the written nuances
Knows the note names and finger patterns
Performs the indicated tempo in a steady manner
Performs the correct rhythms
Demonstrates independence in music learning
Executes the basic styles of the music
Breathes correctly
Interprets melodic direction
Classroom Deportment
Listens attentively in class
Follows directions and responds positively
Puts forth best effort at all times
Shows good attitude and spirit of cooperation
Seeks help when needed
Is responsible about home preparation
Attends class regularly
Participates in all concert activities
Please sign and return on the next class dayParent SignatureParent Comment
151
Sample Evaluation Form
Vocal
Progress of
Rawlins Public SchoolsMusic Department
Grade Evaluated by
E. Excellent work in this areaS., Satisfactory work in this area1= Improving in this areaU= Needs improvement in this areaX= Not applicable at this time
Specific Vocal Skills:
Has proper singing posture (straight back,sternum lifted)
Is striving fora beautiful tone
Is learning to sing through the weak areas of thevoice
Sings in phrases and musical ideas
Controls and supports with the breath
Executes the written dynamics
Is developing vocal blend
Intonation
Is conscious of the inherentvocal pitch problems
Has natural jaw movement (relaxed andextended)
Vocal apparatus relaxed lowered position
Larynx in constant position when singing highregister
Absence of strained facial features in singing
Head tone formation
Chest tone concept
N aturalness of vowels ( vowels sung, consonantspronounced)
General Musical Skills:
Articulates the written notation
Reads Music at the class level
Performs the written nuances
Knows the note names
Performs the indicated tempo in a steady manner
Performs the correct rhythms
Demonstrates independence in music learning
Executes the basic styles of the music
Breathes correctly
Interprets melodic direction
Classroom Deportment:
Listens attentively in class
Follows directions and responds positively
Puts forth best effort at all times
Shows good attitude and spirit of cooperation
Seeks help when needed
Is responsible about home preparation
Attends class regularly
Participates in all concert activities
Teacher Comment
Please sign and return on the next class dayParent SignatureParent Comment
Sample Evaluation
5th Grade - 8th Grade
1. How many notes make up a bar in key signature of 4/4 time?
a. 2 b. 4 c. 1 d. there is no such key signature
2. The sound or voice that each instrument produces:
a. tone color b. tempo c. pitch
3. Four sixteenth notes sound as long as which of the following notes?
a. lei b. i c. 0 d. j4. Four eighth notes have the same note value as:
a. j 4) b. giP c. J. d. 0
5. Which sharp note is in the "G" scale?
a. D# b. E# c. F# d. none of the above
6. Circle the name of the instrument or instruments not usually found in a band:
a. flute b. cello c. trumpet d. clarinet
7. How many beats make up a whole note?
8. How many beats make up a bar in 3/4 time?
9. Arrange these dynamic markings in order from loudest to softest.
mp f mf p ff mpf
10. Which word defines the speed that a piece of music is played at?
a. timbre b. tempo c. vivace d. tone
11. Write the "F" scale on the staff below:
11'
1 ,'I
AP
PE
ND
IX C
Mus
ic T
ask
For
ce r
ecom
men
datio
ns c
once
rnin
g:m
usic
cur
ricul
umsc
hool
clim
ate
staf
fing
equi
pmen
t, fa
cilit
ies
and
mat
eria
lsad
voca
cy
SCH
OO
L M
USI
C C
UR
RIC
UL
UM
The
fol
low
ing
is a
list
of
curr
icul
um r
ecom
men
-da
tions
dev
elop
ed b
y th
e m
usic
task
for
ce:
Mus
ic s
houl
d be
offe
red
K th
roug
h 12
and
sho
uld
be a
vaila
ble
to a
ll st
uden
ts. T
he m
usic
cur
ricu
-lu
m s
houl
d be
seq
uent
ial a
nd in
tegr
ated
with
othe
r ac
adem
ic a
reas
. Sch
ools
sho
uld
also
be
awar
e of
the
impo
rtan
ce o
f m
usic
as
a si
ngle
disc
iplin
e. M
ultic
ultu
ral m
usic
sho
uld
be in
te-
grat
ed w
ithin
the
curr
icul
um. S
choo
ls s
houl
dof
fer
oppo
rtun
ities
for
per
form
ance
gro
ups
inth
e ar
eas
of v
ocal
, ban
d an
d or
ches
tra.
Non
-pe
rfor
man
ce c
ours
es, s
uch
as m
usic
theo
ry,
hist
ory
and
appr
ecia
tion
shou
ld a
lso
be in
clud
edin
the
offe
ring
s. P
riva
te m
usic
inst
ruct
ion
shou
ldhe
ava
ilabl
e to
stu
dent
s. M
usic
ther
apy
or a
nad
aptiv
e m
usic
pro
gram
sho
uld
be a
vaila
ble
for
spec
ial l
earn
ers.
Idea
lly m
usic
sho
uld
be o
ffer
ed d
aily
for
all
leve
ls.
If th
at is
not
pos
sibl
e at
leve
l I, t
here
shou
ld b
e a
min
imum
of
thre
e tim
es p
er w
eek.
Juni
or h
igh
mus
ic s
houl
d be
off
ered
dai
ly w
ithth
e in
clus
ion
of s
peci
al in
tere
st'c
lass
es. A
ll hi
ghsc
hool
mus
ic s
houl
d be
off
ered
dai
ly. S
choo
lssh
ould
off
er a
min
imum
of
befo
rean
d af
ter
scho
olco
urse
s. O
ppor
tuni
ties
shou
ld b
e pr
ovid
ed to
inte
grat
e /m
ains
trea
m s
peci
al le
arne
rs in
to r
egu-
lar
clas
s ac
tiviti
es w
hene
ver
poss
ible
. Mus
iced
ucat
ors
shou
ld h
ave
one
to tw
o pr
epar
atio
npe
riod
s da
ily.
SCH
OO
L C
LIM
AT
E
A p
ositi
ve a
nd s
uppo
rtiv
e sc
hool
clim
ate
isne
cess
asry
for
a s
ucce
ssfu
l mus
ic p
rogr
am, i
n-cl
udin
gde
velo
ping
an
educ
atio
nal p
hilo
soph
y th
atin
spir
es s
tude
nts
to le
arn
view
ing
mus
ic s
tudi
es a
s an
aca
dem
ic p
ursu
itan
d ex
tra
carr
icul
arun
ders
tand
ing
the
psyc
holo
gica
l, so
ciol
ogic
alan
d ac
adem
ic b
enef
its o
f a
mus
ic p
rogr
am
enco
urag
ing
stud
ent a
nd f
acul
ty a
ccom
plis
h-m
ents
and
eff
orts
STA
FFIN
G C
ON
CE
RN
S
All
mus
ic c
lass
es s
houl
d be
taug
ht b
y ce
rtif
ied
mus
ic e
duca
tors
. Ide
ally
sch
ool d
istr
icts
sho
uld
have
spe
cial
ists
in e
ach
area
: ban
d, c
hora
l, or
-ch
estr
a, g
ener
al m
usic
, ele
men
ta r
y, k
eybo
a rd
and
guita
r. M
usic
edu
cato
rs s
houl
d ha
ve a
ssis
tanc
ein
cla
sses
whe
re w
arra
nted
. A f
ull t
ime
adm
inis
-tr
ator
sho
uld
be h
ired
in d
istr
icts
with
15
or m
ore
mus
ic s
peci
alis
ts. A
res
ourc
e lis
t of
priv
ate
mu-
sici
ans
with
in th
e co
mm
unity
that
wou
ld b
e ab
leto
teac
h an
d /o
r as
sist
, sho
uld
be a
vaila
ble.
STA
FF D
EV
EL
OPM
EN
T
Mon
ey s
houl
d be
bud
gete
d fo
r tr
avel
to a
ttend
wor
ksho
ps (
such
as
the
Wyo
min
g M
usic
Edu
ca-
tors
Con
fere
nce)
. Rel
ease
tim
e sh
ould
als
o be
avai
labl
e to
atte
nd p
rofe
ssio
nal g
row
th w
ork-
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-13
154
155
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-14
AP
PE
ND
IX C
shop
s. O
ppor
tuni
ties
for
peer
coa
chin
g sh
ould
be s
uppo
rted
and
ava
ilabl
e. S
peci
aliz
ed d
istr
ict
inse
rvic
es s
houl
d be
ava
ilabl
e. S
mal
l sch
ools
shou
ld d
evel
op o
utre
ach
prog
ram
s w
hich
sho
uld
be u
tiliz
ed.
Tra
vel f
or p
rofe
ssio
nal g
row
thsh
ould
incl
ude
loca
l, st
ate,
reg
iona
l and
nat
iona
lop
port
uniti
es. D
istr
icts
sho
uld
assi
st in
the
dis-
sem
inat
ion
of m
usic
info
rmat
ion.
EQ
UIP
ME
NT
, FA
CIL
ITY
AN
D M
AT
ER
IAL
RE
CO
MM
EN
DA
TIO
NS
Mus
ic s
erie
s te
xts
for
elem
enta
ry/g
ener
al m
usic
shou
ld b
e av
aila
ble.
A la
rge
vari
ety
of p
rint
edm
usic
sho
uld
be a
vaila
ble
for
all p
erfo
rmin
ggr
oups
and
ens
embl
es. A
larg
e au
dio
visu
alre
sour
ce c
ente
r w
hich
wou
ld h
ave
vide
os, c
as-
sette
s, r
ecor
ds, a
nd c
ompa
ct d
iscs
of
mus
ical
inte
rest
sho
uld
be lo
cate
d in
eac
h di
stri
ct. S
choo
lssh
ould
sub
scri
be to
som
e sp
ecif
ic m
usic
mag
a-zi
nes,
mak
ing
a co
mpr
ehen
sive
pro
fess
iona
llib
rary
ava
ilabl
e in
eac
h di
stri
ct. M
usic
teac
hers
shou
ld h
ave
desk
s, f
iling
cab
inet
s an
d of
fice
supp
lies
avai
labl
e. D
istr
ict e
quip
men
t sho
uld
have
a lo
ng-r
ange
pla
n fo
r pe
riod
ic r
epla
cem
ent
and
or r
epai
r.
The
fol
low
ing
equi
pmen
t sho
uld
be b
udge
ted
for
and
avai
labl
e:
Inst
rum
ents
(ba
nd, o
rche
stra
, gui
tar
and
othe
r fo
lk-t
ype,
pia
nos,
etc
.)"C
hora
l rob
es, b
and/
orch
estr
a un
ifor
ms
and
othe
r en
sem
ble
unif
orm
sM
usi
c st
ands
, pos
ture
cha
irs
and
cond
uct
ors
podi
um, r
iser
s an
d ac
oust
ical
she
lls"L
ight
ing
syst
ems
and
soun
d sy
stem
s'C
ompu
ters
, syn
thes
izer
s an
d el
ectr
onic
in-
stru
men
tsPe
rcus
sion
and
fol
k in
stru
men
ts s
peci
fic
toel
emen
tary
and
gen
eral
mus
ic e
quip
men
ttr
ucks
and
bus
es
Goo
d re
hear
sal f
acili
ties
are
nece
ssar
y. I
nstr
u-m
enta
l and
voc
al f
acili
ties
shou
ld b
e se
para
te.
Inst
rum
enta
l and
cho
ir s
houl
d ha
ve th
eir
own
prac
tice
room
s. O
ffic
e sp
ace
shou
ld b
e av
aila
ble
for
all f
acul
ty. S
pace
sho
uld
be a
vaila
ble
for
inst
rum
ent s
tora
ge. I
f a
scho
ol h
as m
ore
than
one
stor
y th
ere
shou
ld b
e an
ele
vato
r la
rge
enou
ghfo
r la
rge
equi
pmen
t (ri
sers
, she
lls, p
iano
s or
tim
-pa
ni).
Reh
ears
al r
oom
s sh
ould
hav
e go
odac
oust
ics,
goo
d lig
htin
g an
d ad
equa
te s
pace
.D
ress
ing
room
s an
d, id
eally
, sho
wer
s sh
ould
be
15G
near
by c
once
rt a
reas
.T
he c
once
rt h
all s
tage
shou
ld, i
deal
ly, h
avea
hyd
raul
ic li
ft a
nd a
n or
ches
-tr
a pi
t.A
ll el
emen
tary
sch
ools
sho
uld
have
am
usic
roo
m.
AD
VO
CA
CY
MU
SIC
MA
KE
S T
HE
DIF
FER
EN
CE
A D
ecl a
ratio
n of
Con
cern
abo
utM
usic
Edu
catio
n
(Pub
lishe
d by
"T
he N
atio
nal C
gmm
issi
on o
nM
usic
Edu
catio
n: 1
990-
1991
, 190
2 A
ssoc
iatio
nD
rive
, Res
ton,
Vir
gini
a 22
091-
1991
)
Dur
ing
the
19S0
's, e
duca
tiona
l ref
orm
mad
e it
onto
the
fron
t pag
es o
f A
mer
ican
new
spap
ers
for
the
firs
t tim
e in
dec
ades
. Pol
itici
ans,
pol
icy
mak
ers
and
busi
ness
fig
ures
hav
e be
en q
uick
totr
ace
muc
h of
then
atio
n's
"com
petit
iven
ess
gap"
to th
e sc
hool
hous
e do
or.
The
y ha
ve v
oice
dri
ngin
g al
arm
s ov
er th
e sl
ippa
ge in
mat
h an
dsc
ienc
e sc
ores
.B
ut w
hen
the
disc
ussi
on h
astu
rned
to m
akin
g su
re o
ur c
hild
ren
lear
n an
dpa
rtic
ipat
e in
mus
ic a
nd th
e ot
her
arts
, the
re h
asbe
en s
ilenc
e. W
e be
lieve
suc
h ne
ar-s
ight
ed c
on-
cern
sho
rtch
ange
s ou
r ch
ildre
n be
caus
e it
leav
es
157
AP
PE
ND
IX C
them
onl
y ha
lf-e
d uc
atec
l. Si
nce
the
begi
nnin
gs o
fci
viliz
atio
n, m
usic
has
bee
n un
iver
sally
rec
og-
nize
d as
cru
cial
to q
ualit
y ed
ucat
ion,
for
two
reas
ons.
Firs
t, ev
ery
civi
lizat
ion
reco
gniz
es th
at b
oth
for-
mal
and
info
rmal
mus
ic e
duca
tion
prep
ares
child
ren
for
wha
t lif
e ul
timat
ely
requ
ires
. Mus
iced
ucat
ion
fost
ers
crea
tivity
, tea
ches
eff
ectiv
e co
rn-
mun
icat
ion,
pro
vide
s ba
sic
tool
s fo
r cr
itica
las
sess
men
t of
the
wor
ld a
roun
d us
and
enc
our-
ages
the
abid
ing
valu
es o
f se
lf-d
isci
plin
e an
dco
mm
itmen
t.
Seco
nd, m
usic
and
the
othe
r ar
ts h
ave
been
rec
-og
nize
d as
uni
que
to h
uman
cap
abili
ties
and
crea
tivity
, as
a m
eans
to s
elf-
disc
over
y an
d se
lf -
expr
essi
on, a
nd a
s a
fund
amen
tal p
art o
fci
viliz
atio
n its
elf.
We,
who
se li
ves
are
mar
ked
inde
libly
by
a lo
vefo
rmus
ic, a
nd, w
ho u
nder
stan
d th
e es
sent
ial r
ole
mus
ic e
d uc
at io
n ca
n pl
ay in
dev
elop
ing
the
who
lehu
man
bei
ng, c
all o
n th
e pa
rent
s of
our
sch
ool
child
ren,
on
teac
hers
and
sch
ool o
ffic
ials
, on
loca
lan
d st
ate
boar
ds o
f ed
ucat
ion,
and
on
the
Am
eri-
can
peop
le to
join
us
in e
stab
lishi
ng th
e ri
ghtf
ulpl
ace
of m
usic
in th
e sc
hool
s.
OU
R C
RE
DO
IS
SIM
PLE
Just
as
ther
e ca
n be
no
mus
ic w
ithou
t lea
rnin
g,no
edu
catio
n is
com
plet
e w
ithou
t mus
ic. M
usic
mak
es th
e di
ffer
ence
.
TO
TH
AT
EN
D
We
call
on a
ll w
ho c
are
abou
t edu
catio
n to
de-
stro
y, o
nce
and
for
all,
the
myt
h th
at e
d uc
atio
n in
mus
ic a
nd th
e ot
her
arts
is m
ere
"cur
ricu
lar
icin
g";
We
call
on a
ll w
ho c
heri
sh th
e ar
ts to
insi
st th
atin
stru
ctio
n in
mus
ic a
nd th
e ot
her
arts
be
rees
tabl
ishe
d as
bas
ic to
edu
catio
n, n
ot o
nly
byvi
rtue
of
thei
r in
trin
sic
wor
th, b
ut a
lso
beca
use
they
are
fun
dam
enta
l to
wha
t it m
eans
to b
e an
educ
ated
per
son.
We
call
on p
aren
ts, e
duca
tors
, and
citi
zens
who
know
and
und
erst
and
the
valu
e of
mus
ic in
our
com
mon
life
to b
ring
the
mes
sage
abo
ut th
e va
lue
of m
usic
edu
catio
n to
dec
isio
n m
aker
s at
all
lev-
els
and
to e
ncou
rage
them
to e
stab
lish
mus
ic a
sa
prio
rity
, so
our
child
ren
can
cont
inue
to le
arn
and
mak
e m
usic
and
;
We
call
on th
ose
Who
se li
velih
oods
dep
end
onm
usic
as m
anuf
actu
rers
. tec
hnic
ians
, ret
aile
rs,
educ
ator
s an
dpe
rfor
mer
s, c
ompo
sers
and
othe
rs to
lend
thei
r su
ppor
t to
the
caus
e of
mus
iced
ucat
ion
in b
ur s
choo
ls.
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
MU
SIC
158
15
Pag
e C
-15
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-16
Mus
ic r
esou
rces
:st
ate
and
natio
nal
STA
TE
WID
E O
RG
AN
IZA
TIO
NS
Cas
per
Col
lege
Mus
ic D
epar
tmen
t12
5 C
olle
ge D
rive
Cas
per,
WY
826
01
Cen
tral
Wyo
min
g C
olle
ge M
usic
Dep
t.26
60 P
eck
Ave
nue
Riv
erto
n, W
Y 8
2501
-152
0
Eas
tern
Wyo
min
g C
olle
ge M
usic
Dep
t.32
00 W
est C
Str
eet
Tor
ringt
on, W
Y 8
2240
Lara
mie
Cou
nty
Com
mun
ity C
olle
geM
usic
Dep
artm
ent
1400
Eas
t Col
lege
Driv
eC
heye
nne,
WY
820
07
Nor
thw
est C
ivic
Orc
hest
raG
eoffr
ey M
ulde
nN
orth
wes
t Col
lege
Pow
ell,
WY
824
35
Nor
thw
est C
olle
geM
usic
Dep
artm
ent
Pow
ell,
WY
824
35
She
ridan
Col
lege
Mus
ic D
epar
tmen
t30
59 C
offe
en A
ve.
P.O
. Box
150
0S
herid
an, W
Y 8
2801
Uni
vers
ity o
f Wyo
min
g M
usic
Dep
t.B
ox 3
037
Uni
vers
ity S
tatio
nLa
ram
ie, W
Y 8
2071
Uni
vers
ity o
f Wyo
min
g S
tate
Cho
irC
arly
le W
iess
P.O
. Box
303
7U
nive
rsity
Sta
tion
Lara
mie
, WY
820
71
Wes
tern
Wyo
min
g C
omm
unity
Col
lege
Mus
ic D
epar
tmen
t25
00 C
olle
ge D
rive
Roc
k S
prin
gs, W
Y 8
2901
Wyo
min
g M
usic
Edu
cato
rs' A
ssoc
iatio
nG
ordo
n C
hild
sU
W M
usic
Dep
artm
ent
Lara
mie
, WY
820
71
Wyo
min
g S
tate
Adu
lt S
trin
g O
rche
stra
Kat
e M
cKea
gE
xecu
tive
Sec
reta
ry, M
usic
Dep
t.U
niv.
of W
yom
ing
Lara
mie
, WY
820
71
Am
eric
an S
trin
gs T
each
ers
Ass
ocia
tion
Bec
ky M
urdo
ck, P
resi
dent
150
Cap
itol A
ve.
Land
er, W
Y 8
2520
Art
core
Car
olyn
Deu
l
AP
PE
ND
IX F
330
S. C
ente
rC
aspe
r, W
Y 8
2601
Cas
per
Mun
icip
al B
and
Rog
er G
enne
r59
40 S
. Ced
arC
aspe
r, W
Y 8
2604
Cas
per
Sym
phon
yC
urtis
Pea
cock
333
N. W
olco
ttC
aspe
r, W
Y 8
2601
Che
yenn
e S
ymph
ony
Bet
ty F
lood
P.O
. Box
851
Che
yenn
e, W
Y 8
2001
Eas
tern
Sho
shon
i Cul
tura
l Cen
ter
Dan
ce a
nd S
ongs
Pat
ricia
Ber
gie,
Dire
ctor
P.O
. Box
538
Ric
hard
Fer
ris, S
r.H
arris
on S
hoyo
132
Ste
war
d R
d.H
amen
Wis
eS
hosh
one
Trib
al E
nt. C
omm
ittee
Box
538
For
t Was
haki
e, W
Y 8
2514
Fre
mon
t Cty
Cha
mbe
r O
rche
stra
Bec
ky M
urdo
ck10
5 C
apito
l Ave
.La
nder
, WY
825
20
Gra
nd T
eton
Mus
ic F
estiv
alP
.O. B
ox 4
90T
eton
Vill
age,
WY
830
25-0
310
Lara
mie
Mun
icip
al B
and
Dr.
Edg
ar L
ewis
Lara
mie
, WY
820
70
Pow
der
Riv
er O
rche
stra
Cur
tis P
eaco
ckG
illet
te, W
Y 8
2716
Wyo
min
g A
llian
ce fo
r A
rts
Edu
catio
nW
ade
War
d, D
irect
o10
1 12
th S
tree
tW
heat
land
, WY
820
02
Wyo
min
g A
rts
Cou
ncil
AlE
Pro
gram
2320
Cap
itol A
ve.
Che
yenn
e, W
Y 8
2002
Wyo
min
g C
hora
l Ass
ocia
tion
Judy
Har
mon
3505
Dill
onC
heye
nne,
WY
820
01
Wyo
min
g G
uita
r A
ssoc
iatio
nK
evin
Har
t52
8 S
. Pie
rce
Lara
mie
, WY
820
70
AP
PE
ND
IX D
NA
TIO
NA
L R
ESO
UR
CE
S
Alli
ance
for
Art
s E
duca
tion
John
F. K
enne
dy C
ente
rfo
rthe
Per
form
-in
g A
rts
Was
hing
ton,
DC
205
66
Am
eric
ans
Com
pose
rs A
llian
ce17
0 W
est 7
4th
Str
eet
New
Yor
k, N
Y 1
0023
Am
ur. S
ymph
ony
Orc
hest
ra L
eagu
e77
7 F
ourt
eent
h S
t. N
WS
uite
500
Was
hing
ton,
DC
200
05
A s
s'n.
of P
erfo
rmin
g A
rts
Pre
sent
ers
1112
16t
h A
ve.,
NW
Sui
te 6
20W
ashi
ngto
n, D
C 2
0036
Com
pose
rs F
orum
, Inc
.O
ne F
ifth
Ave
.N
ew Y
ork,
NY
100
03
Nat
iona
l End
owm
ent f
or th
e A
rts
Art
s in
Edu
catio
n P
rogr
am24
01 E
. Str
eet N
.W.
Was
hing
ton,
DC
205
06
Mus
ic E
duca
tors
Nat
iona
l Con
fere
nce
Kar
l, G
len,
Pre
side
ntE
xecu
tive
Sec
reta
ry, J
ohn
Mah
lman
1902
Ass
ocia
tion
Driv
eR
esto
n, V
A 2
2091
Nat
iona
l Ass
embl
y of
Sta
te A
rts
Age
ncie
s10
10 V
erm
ont A
ve.,
NW
Sui
te 9
10W
ashi
ngto
n, D
C 2
0005
Nat
iona
l Fed
erat
ion
Inte
rsch
olas
ticM
usic
Ass
ocia
tion
1172
4 P
laza
Circ
leP
.O. B
Ox
2062
6
Kan
sas
City
, MI 6
41,1
5
Nat
iona
l Sch
ool O
rche
stra
Ass
ocia
tion
c/o
ME
NC
1902
Ass
ocia
tion
Dr.
Res
ton,
VA
220
91
Tub
a, V
iola
Ass
ocia
tion
Uni
vers
al B
roth
erho
od A
ssoc
.D
avid
Lew
is S
choo
l of M
usic
Uni
v. o
f N. C
arol
ina
at G
reen
sbor
oG
reen
sbor
o, N
C27
412
Ref
eren
ce M
ater
ials
MA
GA
ZIN
ES
Am
eric
an M
usic
Tea
cher
Cha
mbe
r M
usic
Mus
ic E
duca
tion
Jour
nal
Sym
phon
y
BO
OK
S A
ND
AR
TIC
LE
S
Cho
ksy,
Loi
s. (
1988
)T
each
ing
Mus
ic in
the
Tw
entie
th-C
entu
ry A
mer
ica.
Eng
le-
woo
d C
liffs
, NJ:
Pre
ntic
e H
all.
Col
wel
l, R
icha
rd. (
1970
)T
he E
valu
atio
nof
Mus
ic T
each
ing
and
Lea
rnin
g.E
ngle
-w
ood
Clif
fs, N
J: P
rent
ice-
Hal
l.
Geo
rge,
Luv
enia
A. (
1988
)T
each
ing
the
Mus
ic o
f Si
x D
iffe
rent
Cul
ture
s.(R
evis
edE
ditio
n) D
anbu
ry, C
T: W
orld
Mus
icP
ress
.
Hac
kett,
Pat
ricia
. (19
83)
The
Mel
ody
Boo
k.
Eng
lew
ood
Clif
fs, N
J: P
rent
ice
Hal
l.
Hac
kett,
Pat
ricia
and
Car
olyn
n Li
nde-
man
. (19
87)
The
MuS
ical
Cla
ssro
om.
(Sec
ond
editi
on).
Eng
lew
ood
Clif
fs, N
J:P
rent
ice
Hal
l.
Har
rison
, Loi
s N
. (19
83)
Get
ting
Sta
rted
in E
lem
enta
ry M
usic
Edu
catio
n.E
ngle
-w
ood
Clif
fs, N
J: P
rent
ice
Hal
l, 19
83.
Mey
er, L
eona
rd B
. (19
56)
Em
otio
ns a
ndM
eani
ngin
Mus
k.C
hica
go:U
nive
rsity
of
Chi
cago
Pre
ss.
Mus
ic E
duca
tors
Nat
iona
l Con
fere
nce.
(197
1)T
owar
ds a
n A
esth
etic
Edu
catio
n.W
ashi
ngto
n, D
C.
Nor
doff,
Pau
l and
Cliv
e R
obbi
ns. (
1983
)M
usic
The
rapy
in S
peci
al E
duca
tion
(Sec
-
ond
editi
on, r
evis
ed.)
St.
Loui
s:M
MB
Mus
ic, I
nc.
Why
brew
, Will
iam
. (19
71).
Mea
sure
men
tan
d E
valu
atio
n in
Mus
ic.
2nd
Ed.
Dub
u-qu
e, Io
wa:
Will
iam
C. B
row
n C
o.P
ublis
hers
.
Ols
en, D
ale.
(19
87)
Mus
icof
Lat
in A
mer
ica:
Mex
ico,
Ecu
ador
, Bra
zil.
Mus
ic E
duca
tors
Nat
iona
l Con
fere
nce.
Wuo
tnin
g A
rts
Edu
catio
n C
urri
culu
mM
USI
C16
21
63Pa
ge C
-17
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mM
USI
CPa
ge C
-18
I 6
5
BE
ST C
OPY
AV
AIL
AB
LE
TH
EA
TR
EA
RT
S
1 C
C_1
67
TH
EA
TR
E
The
atre
art
s
ti
7a
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-1
168
BE
ST
CO
PY
AV
AIL
AB
LE16
9
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-2
The
atre
art
s cu
rric
ulum
Intr
oduc
tory
sta
tem
ent
The
mem
bers
of
the
Wyo
min
g St
ate
Tas
k Fo
rce
for
The
atre
Edu
catio
nbe
lieve
that
co-
curr
icul
ar a
nd e
xtra
-cur
ricu
lar
thea
tre
educ
atio
n m
ust
be o
ffer
ed to
all
of th
e st
uden
ts o
f ou
r st
ate.
The
atre
pro
vide
s un
ique
oppo
rtun
ities
for
com
mun
al e
xper
ienc
e, p
erso
nal c
omm
itmen
t, la
stin
gfr
iend
ship
s, s
ucce
ss a
nd th
e ac
com
pany
ing
grow
th o
f se
lf-e
stee
mou
tsid
e of
aca
dem
icsa
ll re
ason
s fo
r st
uden
ts to
be
in s
choo
l ins
tead
of o
ut o
n th
e st
reet
s. T
heat
re e
duca
tion
give
s st
uden
ts b
road
cul
tura
lan
d ae
sthe
tic e
xpos
ure
whi
ch th
ey m
ay n
ot g
et a
nyw
here
els
e in
thei
rliv
es. T
heat
re te
ache
s lif
elon
g sk
ills
that
are
tran
sfer
able
to o
ther
are
asof
life
.
One
rea
son
thea
tre
is s
o ef
fect
ive
is it
s ap
peal
to a
bro
ad p
artic
ipan
tba
se. T
heat
re is
ava
ilabl
e to
stu
dent
s of
all
acad
emic
, soc
ial,
inte
rest
and
abili
ty le
vels
. Eve
ryon
e w
ho w
ants
to p
artic
ipat
e ca
n be
caus
eth
eatr
e is
not
lim
ited
to n
or d
oes
it pr
eclu
de th
ose
who
wis
h to
act
.A
dditi
onal
ly, w
ithin
this
dis
cipl
ine
are
oppo
rtun
ities
for
stu
dent
s of
all o
ther
aca
dem
ic a
nd v
ocat
iona
l are
as to
pra
ctic
e th
eir
clas
sroo
msk
ills.
For
exam
ple,
thea
tre
rein
forc
es a
rt a
nd in
dust
rial
art
s (s
etco
nstr
uctio
n), d
ram
a (a
ctin
g), m
usic
(ch
orus
), d
ance
(ch
orus
line
),hi
stor
y (h
isto
rica
l res
earc
h), h
orne
econ
omic
s (c
ostu
me
and
set d
esig
n),
Eng
lish
(poe
try,
pla
y lit
erat
ure,
pla
y an
alys
is, a
nd p
lay
wri
ting)
,ra
dio/
TV
(lig
htin
g, s
ound
and
vid
eota
ping
), a
nd s
peec
h (p
ublic
170
spea
king
). P
lay
prod
uctio
n is
the
perf
ect i
nter
disc
iplin
ary
coop
erat
ive
proj
ect w
ith a
spe
cifi
c an
d co
ncre
te e
nd p
rodu
ct a
nd a
rea
l aud
ienc
e.W
hat b
ette
r w
ay f
or o
ur c
omm
uniti
es to
see
wha
t the
ir s
choo
ls te
ach
than
thro
ugh
a pl
ay w
here
all
of th
e di
scip
lines
com
e to
geth
er?
We
belie
ve th
at th
eatr
e is
a w
in/w
in p
ropo
sitio
n fo
r al
l of
thes
ere
ason
s: p
erso
nal g
row
th, i
ntel
lect
ual s
timul
atio
n, e
xpos
ure,
perf
orm
ance
and
tech
nica
l ski
lls. T
heat
re e
duca
tion
in W
yom
ing
shou
ld b
e a
top
prio
rity
.
The
atre
art
s sh
ould
be
inco
rpor
ated
into
oth
er d
isci
plin
es s
uch
asre
adin
g, c
ritic
al a
naly
sis
of li
tera
ture
, wri
tten
and
oral
exp
ress
ion,
hist
ory,
and
soc
ial s
tudi
es. T
heat
re c
an b
e in
corp
orat
ed in
thes
edi
scip
lines
thro
ugh
role
pla
ying
, sto
ryte
lling
, cre
ativ
e dr
amat
ics,
impr
ovis
atio
n an
d or
al in
terp
reta
tion.
Exp
osur
e to
and
obs
erva
tion
of d
ram
a is
ext
rem
ely
valu
able
; how
ever
,it
is s
uppl
emen
tal t
o pe
rfor
man
ce.
The
atre
is a
com
bina
tion
ofcr
eativ
ity a
nd c
ontr
ol, s
pont
anei
ty a
nd d
isci
plin
e. T
hese
pri
ncip
les
will
infu
se th
e en
tire
lear
ning
pro
cess
. The
goa
l of
perf
orm
ance
is to
enga
ge a
nd c
omm
unic
ate
with
the
audi
ence
.
171
Leve
l one
out
com
esE
xpos
ure
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Dis
cuss
obs
erve
d pl
ays,
mov
ies,
tele
visi
on a
ndliv
e pe
rfor
man
ces
Part
icip
ate
in r
ole
play
ing
in in
ter-
disc
iplin
ary
setti
ngs
Rec
ogni
ze a
nd d
emon
stra
te a
bas
ic k
now
ledg
eof
thea
tre
cost
umes
, pro
ps, l
ight
ing,
sce
nic
elem
ents
and
sou
ndD
emon
stra
te th
eatr
e aw
aren
ess
by r
epor
ting
onan
d cr
eatin
g dr
ama
from
a w
ide
vari
ety
oflit
erat
ure
Atte
nd th
eatr
ical
prod
uctio
ns v
ia f
ield
trip
s an
dvi
sitin
g ar
tists
Per
form
ance
Ski
llsB
y co
mpl
ettio
n of
gra
de f
ive,
stu
dent
s w
ill:
Prac
tice
perf
orm
ance
ski
lls in
the
clas
sroo
mth
roug
h or
al in
terp
reta
tion,
cla
ssro
om g
ames
,im
prov
isat
ion,
chi
ldre
n's
thea
tre,
rol
e pl
ay-
ing,
mim
e, te
chni
cal p
rodu
ctio
n, c
reat
ive
dram
atic
s an
d la
b w
ork
(bui
ldin
g fl
ats,
sce
nepa
intin
g, li
ghts
, and
cos
tum
es)
'Inco
rpor
ate
the
natu
ral s
ense
of
play
into
per
-fo
rman
ce
Focu
s on
cre
ativ
e ta
sks
Dev
elop
exp
ress
ion
usin
g th
eir
bodi
es, v
oice
and
gest
ures
Dem
onst
rate
hon
esty
and
sin
ceri
ty in
exp
res-
sion
Ach
ieve
rel
axat
ion
thro
ughg
uide
d re
laxa
tion/
thea
tre
exer
cise
s
Dem
onst
rate
kin
esth
etic
dev
elop
men
t thr
ough
part
icip
atio
n in
dra
mat
ic a
ctiv
ities
Und
erst
and
and
reco
gniz
e sp
atia
l rel
atio
nshi
psbe
twee
n ch
arac
ters
by
dem
onst
ratin
g a
con-
scio
us p
lace
men
t of
them
selv
es a
nd th
ere
latio
nshi
p of
thei
rcha
ract
er to
oth
ers
with
inth
eir
spac
e
Dem
onst
rate
the
abili
ty to
inte
ract
and
rea
ct to
othe
r ch
arac
ters
Iden
tify
the
sens
es a
nd th
eir
rela
tions
hip
to a
spec
ific
exp
erie
nce
Per
sona
l Gro
wth
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Dem
onst
rate
pro
per
rehe
arsa
l, pe
rfor
man
ce e
ti-qu
ette
, and
aud
ienc
e et
ique
tte'C
reat
e a
visu
al p
ictu
re w
hile
rea
ding
a p
lay
Dis
tingu
ish
betw
een
mak
e-be
lieve
and
rea
lity
Lea
rn a
nd d
emon
stra
te p
hysi
cal,
voca
l, in
telle
c-tu
al a
nd e
mot
iona
l dis
cipl
ine
(the
atre
is a
com
bina
tion
of c
reat
ivity
and
con
trol
, spo
nta-
neity
and
dis
cipl
ine)
Bec
ome
com
fort
able
per
form
ing
in f
ront
of
anau
dien
ce'D
emon
stra
te in
crea
sed
awar
enes
s of
thei
r ow
nan
d ot
hers
' em
otio
nal l
evel
s
'Sho
w s
elf-
relia
nce
and
dedi
catio
n fo
r a
proj
ect
'Sho
w r
espo
nsib
ility
to o
ther
s an
d to
the
pro-
duct
ion
Exp
ress
sel
f-es
teem
thro
ugh
the
coop
erat
ive
effo
rt a
nd th
e su
cces
sful
com
plet
ion
of a
proj
ect
Dem
onst
rate
con
sist
ency
and
ded
icat
ion
for
the
exer
cise
/pla
y
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
TH
EA
TR
E A
RT
S
172
173
Pag
e 0-
3
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-4
Leve
l tw
o ou
tcom
esE
xpos
ure
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Ana
lyze
pla
ys, m
ovie
s, te
levi
sion
and
live
per
-fo
rman
ces
thro
ugh
wri
ting
and
disc
ussi
on
Sele
ct, r
ead,
and
cre
ate
dram
a fr
om a
wid
eva
riet
y of
lite
ratu
re
Atte
nd th
eatr
ical
pro
duct
ions
and
par
ticip
ate
inpr
ogra
ms
pres
ente
d by
vis
iting
art
ists
Dem
onst
rate
an
activ
atio
n of
imag
inat
ion
whi
lere
adin
g a
play
Perf
orm
ance
Ski
llsB
y co
mpl
etio
n of
gra
de e
ight
, stu
dent
s w
ill:
'Dev
elop
a c
ompr
ehen
sive
und
erst
andi
ng o
fth
eatr
e an
d ac
ting
and
dire
ctin
g by
:-i
ncor
pora
ting
the
natu
ral s
ense
of
play
into
perf
orm
ance
-foc
usin
g on
cre
ativ
e ta
sks
-dev
elop
ing
expr
essi
on u
sing
thei
r bo
dies
,vo
ice
and
gest
ures
-dem
onst
ratin
g ad
equa
te a
rtic
ulat
ion,
enu
n-ci
atio
n, v
olum
e an
d va
riet
y in
voc
al p
ro-
duct
ion
-dem
onst
ratin
g ho
nest
y an
d si
ncer
ity in
ex-
pres
sion
-cre
atin
g ch
arac
ters
by
dem
onst
ratin
g ho
n-
171
esty
and
con
sist
ency
thro
ugh
char
acte
r re
-la
tions
hips
-por
tray
ing
the
illus
ions
of
the
even
ts o
f th
epl
ay h
appe
ning
for
the
firs
t tim
e-a
chie
ving
rel
axat
ion
thro
ugh
guid
ed r
elax
-at
ion/
thea
tre
exer
cise
s
Dem
onst
rate
und
erst
andi
ng o
f th
e te
chni
ques
of c
hara
cter
izat
ion
by:
crea
ting
char
acte
rs th
roug
h ap
prop
riat
eem
o-tio
nal a
nd in
telle
ctua
l com
mun
icat
ion
ofch
arac
ter
-cre
atin
g ch
arac
ters
by
dem
onst
ratin
g an
ap-
prop
riat
e ph
ysic
al c
omm
unic
atio
n of
cha
r-ac
ter
thro
ughg
estu
re, m
ovem
ent,
mus
cula
rco
ntro
l and
rel
axat
ion
aria
lyzi
ng c
hara
cter
s th
roug
h w
ritin
gand
dis
-cu
ssio
n-i
dent
ifyi
ng c
hara
cter
mot
ivat
ion
by li
stin
gju
stif
icat
ion
for
actio
ns-s
usta
inin
g ch
arac
ter
cont
inui
ty b
y m
aint
ain-
ing
focu
s-r
ealiz
ing
and
dem
onst
ratin
g th
at th
e de
vel-
opm
ent o
f a
char
acte
r is
dis
cipl
ined
stu
dy-u
sing
em
otio
nal r
ecal
l to
deve
lop
a ch
arac
ter
iden
tifyi
ng th
e se
nses
and
thei
r re
latio
nshi
pto
thei
r ch
arac
ters
' exp
erie
nce
Dem
onst
rate
und
erst
andi
ng o
f th
eatr
e th
roug
hde
sign
and
tech
nica
l pro
duct
ion
by:
-con
trol
ling
and
usin
g pe
rson
al e
nerg
y re
-qu
ired
for
reh
ears
al a
nd p
rodu
ctio
n
-des
crib
ing
the
subt
ext o
f a
prod
uctio
n se
g-m
ent t
hrou
ghw
ritin
g, d
iscu
ssio
n, a
ndim
prov
isat
ion.
-par
ticip
atin
g in
var
ious
asp
ects
of
tech
nica
lpr
oduc
tion
part
icip
atin
g in
the
supp
ort a
reas
of
the
pro-
duct
ion
such
as
light
ing,
mak
eup,
cos
tum
-in
g, a
nd s
cene
ry-i
dent
ifyi
ng, d
esig
ning
, and
/or
cons
truc
ting
pers
onal
pro
ps, s
et p
rops
, cos
tum
es a
ndm
akeu
p ap
prop
riat
e to
a s
peci
fic
prod
uctio
n
App
ly th
e vo
cabu
lary
of
the
thea
tre
incl
udin
g:-s
tage
dir
ectio
ns-t
echn
ical
and
act
ing
term
spr
oduc
tion
and
orga
niza
tiona
l ter
ms
Pers
onal
Gro
wth
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Lea
rn a
nd d
emon
stra
te th
e pe
rson
al r
espo
nsi-
bilit
y re
quir
ed f
or s
ucce
ssfu
l per
form
ance
Dev
elop
res
pect
for
thei
r pe
rson
al q
ualit
ies,
show
n by
thei
r w
illin
gnes
s to
spe
ak o
r pe
r-fo
rm in
fro
nt o
f a
grou
p of
peo
ple
Dem
onst
rate
an
unde
rsta
ndin
g of
the
diff
er-
ence
bet
wee
nsoc
ial a
nd a
rtis
tic r
elat
ions
hips
Eva
luat
e th
eir's
and
oth
ers'
per
form
ance
s ob
-je
ctiv
ely
A
,)
Leve
l thr
ee o
utco
mes
Exp
osur
eB
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Dev
elop
and
dem
onst
rate
thea
tre
awar
enes
sth
roug
h ob
serv
atio
n of
a v
arie
ty o
f pro
duc-
tions
from
whi
ch th
ey id
entif
y th
e qu
aliti
es o
fa
good
scr
ipt/s
cene
Dev
elop
an
unde
rsta
ndin
g of
thea
tre
hist
ory
and
it's
impo
rtan
ce w
ithin
our
soc
iety
unde
rsta
nd th
e hi
stor
ical
sou
rce
and
sign
ifi-
canc
e of
sel
ecte
d pl
ay s
crip
ts
-inte
rpre
t the
cul
tura
l, so
cial
and
pol
itica
l con
-di
tions
that
influ
ence
pla
ywrig
hts
eval
uate
a p
rodu
ctio
n's
hist
oric
al a
nd c
ul-
tura
l acc
urac
y
Con
side
r an
d de
mon
stra
te th
eatr
e's
capa
city
for
refle
ctin
g so
ciet
y's
cond
itio
n an
d th
eatr
e's
abili
ty to
pro
duce
cha
nge
Iden
tify
sign
ifica
nt th
eatr
e co
ntrib
utio
ns o
fdi
ffere
nt c
ultu
res
and
hist
oric
al p
erio
ds
Per
form
ance
Ski
llsB
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Dem
onst
rate
a c
ompr
ehen
sive
und
erst
andi
ngof
act
ing
and
dire
ctin
g:
Und
erst
and
and
reco
gniz
e sp
atia
l rel
atio
nshi
psbe
twee
ncha
ract
ers
by a
con
scio
us p
lace
men
tof
him
/her
self
appr
opria
tely
for
the
rela
tion-
ship
bet
wee
n hi
s/he
r ch
arac
ter
and
othe
rsw
ithin
thei
r sp
ace
Stu
dy a
nd a
pply
cha
ract
eriz
atio
n te
chni
ques
by:
-dev
elop
ing
a ch
arac
ter
cons
iste
nt w
ith th
ein
tent
of t
he a
utho
r-e
xplo
ring
pers
onal
em
otio
nal d
epth
s th
roug
hth
e cr
eatin
g an
d pe
rfor
min
g of
a c
hara
cter
Dev
elop
a c
ompr
ehen
sive
und
erst
andi
ng o
f the
-at
re th
roug
h de
sign
and
tech
nica
l pro
duct
ion:
-dem
onst
rate
kno
wle
dge
of th
e te
chni
cal p
os-
sibi
litie
s of
thei
r fa
cilit
ies
-des
ign
and
cons
truc
t sta
ge s
cene
ry a
ppro
pri-
ate
to th
e pr
oduc
tion
-con
nect
the
proc
ess
of p
lay
prod
uctio
n,re
hear
sal,
and
tech
nica
l set
, by
plan
ning
apr
oduc
tion
sche
dule
-con
trol
and
use
per
sona
l ene
rgy
requ
ired
for
rehe
arsa
l and
pro
duct
ion
-rec
ogni
ze th
eir
func
tion
with
in th
e sc
hem
e of
prod
uctio
n
Per
sona
l Gro
wth
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:E
valu
ate
thei
r in
divi
dual
per
form
ance
(reh
ears
al)
by id
entif
ying
poi
nts
for
impr
ovem
ent
Obs
erve
othe
r gr
oup
perf
or.n
ance
sand
list
poi
nts
of s
ucce
ss a
nd o
ppor
tuni
ties
for
impr
ovem
ent
Pra
ct ic
e ev
a I
ua t
i ng
perf
orm
ance
s th
roug
h w
rit-
ing
and
oral
crit
ique
s id
entif
ying
the
posi
tive
and
nega
tive
aspe
cts
of th
e pe
rfor
man
ces
Dev
elop
crit
ical
ski
lls to
eva
luat
e th
e im
pact
of p
ro-
duct
ion
elem
ents
suc
h as
ligh
ting,
act
ing,
sou
nd,
scen
ic d
esig
n an
d co
stum
e on
per
form
ance
'Dem
onst
rate
incr
ease
d aw
aren
ess
of th
e im
por-
tanc
e of
thea
tre
in r
efle
ctin
g hu
man
con
diti'
Con
trol
and
use
the
pers
onal
ene
rgy
requ
ired
unde
r va
ryin
g pr
odur
tion
circ
umst
ance
s
Rec
oniz
e th
e fu
nctio
n w
ithin
the
prod
uctio
nsc
hem
e w
hich
sui
t ind
ivid
ual t
alen
ts, t
ype
and
pers
onal
ity
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
TH
EA
TR
E A
RT
S17
617
7P
age
D-5
Wyo
min
g A
rts
Edu
catio
n C
urri
cult.
mT
HE
AT
RE
AR
TS
Page
D-6
The
atre
glo
ssar
yA
PPE
ND
IX A
AR
TIC
UL
AT
TO
NT
hesh
apin
gofs
ounc
lsby
a sp
eake
r'slip
s, te
eth,
tong
ue, a
nd h
ard
and
soft
pal
ates
.
CA
TH
AR
SIST
aken
fro
m th
e G
reek
wor
d fo
r "P
urga
-tio
n,"
this
term
gen
eral
ly s
ugge
sts
that
onc
e em
otio
nsha
ve b
een
arou
sed
and
spen
t, th
ere
is a
n al
mos
t the
ra-
peut
ic s
ense
of
rele
ase
or c
alm
.
CH
AR
M...
I E
RA
per
son,
ani
mal
, or
entit
y in
a s
tory
,sc
ene,
or
play
with
spe
cifi
c di
stin
guis
hing
phy
sica
l,m
enta
l, an
d at
titud
inal
attr
ibut
es. C
hara
cter
por
tray
alis
like
ly to
be
mor
e co
mpl
ex a
nd u
npre
dict
able
than
rol
epo
rtra
yal.
CH
AR
AC
. I E
RIZ
A11
0NT
he p
roce
ss o
f cr
eatin
g a
be-
lieva
ble
"per
son"
by
expl
orin
g th
e ph
ysic
al, s
ocia
l and
psyc
holo
gica
l dim
ensi
ons
of a
rol
e.
CL
IMA
XT
he p
oint
fro
m w
hich
the
maj
or c
onfl
ict c
ango
no
furt
her
with
out b
ring
ing
abou
t a f
ull r
esol
utio
n;th
e hi
ghes
t poi
nt o
f dr
amat
ic te
nsio
n.
CR
EA
TIV
E D
RA
MA
An
impr
ovis
atio
nal,
non-
exhi
-bi
tiona
l, pr
oces
s ce
nter
ed f
orm
of
thea
tre
in w
hich
part
icip
ants
are
gui
ded
by a
lead
er to
inta
gine
, ena
ct,
and
refl
ect u
pon
hum
an e
xper
ienc
e.
DIA
LO
GU
EW
ords
spo
ken
by th
e ch
arac
ters
in a
pla
yto
com
mun
icat
e th
eir
thou
ghts
, fee
lings
, and
act
ions
.
DR
AM
AA
rep
rese
ntat
ion
of li
fe im
prov
ised
in d
ra-
mat
ic a
ctiv
ities
or
port
raye
d on
a s
tage
by
acto
rs b
efor
ean
aud
ienc
e. A
pie
ce o
f w
ritin
g in
tend
ed f
or s
tage
178
pres
enta
tion.
Con
flic
t, te
nsio
n, e
mot
iona
l int
ensi
ty.
EM
PAT
HY
--E
mot
iona
l ide
ntif
icat
ion
of o
ne p
erso
nw
ith a
noth
er; t
o vi
cari
ousl
y ex
peri
ence
the
sens
ual a
ndem
otio
nal s
tate
of
anot
her
pers
on. T
o em
path
ize
is to
"Wal
k in
the
shoe
s" o
f an
othe
r. E
mpa
thy
feel
s w
ith a
char
acte
r; s
ympa
thy
feel
s fo
r a
char
acte
r.
EX
POSI
TIO
NIn
form
atio
n pr
ovid
ed b
y di
alog
uera
ther
than
thro
ugh
dram
atic
act
ion;
nec
essa
ry f
or a
nun
ders
tand
ingo
f tim
e,pl
ace,
plot
,cha
ract
er,a
nd th
eme.
FAN
TA
SYT
he u
se o
f im
agin
atio
n to
cre
ate
stra
nge,
unus
ual,
or n
onre
alis
tic c
hara
cter
s or
set
tings
.
GE
STU
RE
An
expr
essi
ve m
ovem
ent t
hat c
omm
uni-
cate
s.
IMA
GE
RY
The
men
tal r
econ
stru
ctio
n of
an
expe
ri-
ence
with
out t
he o
rigi
nal s
enso
ry s
timul
atio
n.
I'AR
AL
ING
UIS
TIC
S V
oice
qua
litie
s su
ch a
s pi
tch,
rang
e, r
eson
ance
, lip
con
trot
, art
icul
atio
n co
ntro
l, vo
cal-
izat
ion,
or
nois
es w
ithou
t lin
guis
tics
stru
ctur
e (e
.g.
cryi
ng, l
augh
ing,
gru
ntin
g).
PLO
TT
he s
tory
as
reve
aled
thro
ugh
the
actio
n an
ddi
alog
ue o
f th
e ch
arac
ters
. Plo
t str
uctu
re u
sual
ly in
-cl
udes
a b
egin
ning
, mid
dle
and
end
with
a p
robl
em,
com
plic
atio
ns a
nd a
sol
utio
n.
PRO
TA
GO
NIS
TT
he p
rinc
ipal
cha
ract
er w
ho c
arri
esth
e m
ain
thou
ght o
f th
e pl
ay.
RE
SOL
UT
ION
The
fin
al u
nfol
ding
of
the
solu
tion
toth
e co
mpl
icat
ions
in th
e pl
ot o
f a
play
.
RE
SPO
NSE
Rea
ctio
n to
stim
ulus
pre
sent
ed b
y ch
arac
-te
r, e
vent
, or
envi
ronm
ent.
RO
LE
-PL
AY
ING
Ena
ctin
g a
pers
on o
ther
than
one
-se
lf in
an
impr
ovis
atio
n ba
sed
on a
giv
en d
ram
atic
situ
atio
n.
SCE
NA
RIO
A d
etai
led
desc
ript
ion
or o
utlin
e of
the
dram
atic
act
ion
in a
sce
ne o
r pl
ay.
SCE
NE
RY
/SE
TT
he a
rran
gem
ent o
f sc
ener
y (e
.g. c
ur-
tain
s, f
lats
, dro
ps, p
latf
orm
s), p
rope
rtie
s, a
nd li
ghts
tore
pres
ent t
he lo
cale
in a
dra
mat
ic p
erfo
rman
ce.
SCR
IPT
The
wri
tten
dial
ogue
, des
crip
tion
and
dire
c-tio
ns p
rovi
ded
by th
e pl
ayw
righ
t.
SPO
NT
AN
EIT
YA
fre
e, d
irec
t, im
med
iate
res
pons
e to
an e
xper
ienc
e.
SYM
BO
LIC
RE
PRE
SEN
TA
TIO
NT
he u
se o
f vi
sual
obje
cts
to r
epre
sent
abs
trac
t ide
as, t
houg
hts,
fee
lings
, or
qual
ities
.
TH
EM
ET
he c
entr
al th
ough
t, id
ea, o
r si
gnif
ican
ce o
fac
tion
with
whi
ch a
pla
y de
als.
TR
AN
SFO
RM
AT
ION
The
inte
rnal
or
exte
rnal
cha
ng-
ingo
fa p
erso
n or
obj
ect i
n to
ano
ther
th r
ough
imag
ing
tion
1"1
n
The
atre
edu
catio
n ev
alua
tion
By
Dia
ne P
anoz
zo
Tra
ditio
nally
, eva
luat
ion
tech
niqu
es r
elat
ed to
thea
tre
perf
orm
ance
hav
e be
en o
n a
subj
ectiv
e,te
ache
r as
eva
luat
or, l
evel
. Tea
cher
s ha
ve u
sed
num
eric
al s
cale
s, g
rade
s, w
ritte
n fe
edba
ck, p
ass/
fail,
and
sca
les
with
poo
r to
exc
elle
nt r
atin
gs.
Som
e ne
wer
tech
niqu
es a
vaila
ble
incl
ude
stu-
dent
, pee
r, te
ache
r, p
aren
t or
a pa
nel a
s as
sess
or.
Thi
s as
sess
men
t is
rela
ted
to th
e st
uden
ts' g
oals
.T
hese
goa
ls a
re s
et a
t the
beg
inni
ng o
f ea
ch c
lass
with
teac
her/
stud
ent w
orki
ng to
set
indi
vidu
alcr
iteri
a.
One
suc
cess
ful p
rogr
am in
the
Uni
ted
Stat
esto
day
has
been
dev
elop
ed c
olla
bora
tivel
y by
Har
vard
's P
roje
ct Z
ero,
The
Roc
kefe
ller
Foun
da-
tion,
Edu
catio
nal T
estin
g Se
rvic
e an
d th
ePi
ttsbu
rgh
Publ
ic S
choo
ls. T
he p
rogr
am is
cal
led
AP
PE
ND
IX B
Art
s Pr
opel
. Thi
s pr
ogra
m h
as th
ree
mai
n co
m-
pone
nts:
prod
uctio
n-pe
rcep
tion-
ref
lect
ion.
Inqu
irie
s ab
out t
his
prog
ram
as
an e
valu
atio
nto
ol c
an b
e m
ade
to: D
r. J
ulia
nne
Aga
r, P
itts-
burg
h Pu
blic
Sch
ools
, Pitt
sbur
gh, P
enn.
Tw
o ot
her
succ
essf
ul p
rogr
ams
asse
ssin
g th
ear
ts a
re:
1)D
isci
plin
e B
ased
Art
s E
duca
tion
The
Get
ty C
ente
r
2)A
lver
no C
olle
gec/
o St
r. A
ustin
Doh
erty
Str.
Geo
rgin
e L
oack
erM
ilwau
kee,
Wis
cons
in
The
fol
low
ing
eval
uatio
n fo
rms
are
exam
ples
of
acco
unta
bilit
y to
ols
whi
ch h
ave
been
use
d su
c-ce
ssfu
lly in
the
clas
sroo
m:
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
TH
EA
TR
E A
RT
S18
0P
age
D-7
Sample Evaluation
1991 Wyoming State Drama FestivalArena Play
School:Selection:
Criteria for evaluation:
Performance
A. CharacterizationB. Energy/Pacing/TempoC. MoodD. Effective flow and pacingE. Vocal effectivenessF. Ensemble effectG. PoiseH. 'Memorization
II. Staging
A. Stage Picture (use of scenic elements)B. Entrances and exitsC. Motivated movement/blockingD. Special effectsE. Effective FocusF. Effective use of space
III. Selection
A. Appropriateness for groupB. Coherent development
IV. Overall Effectiveness/Communication
A. CreativityB. Maintain audience attentionC. To what extent did the players cause you to experience
the material
Group's Rating (circle one): Superior Excellent Good Fair
Group's Total PointsSuperior (90-100 points) Excellent (80-89 points)
Good (65-79 points) Fair (64 or less)
Sample Evaluation
1991 WYOMING STATE DRAMA FESTIVALCOSTUME DESIGN
STUDENT: SCHOOL:SELECTION:
Criteria for Evaluation:
I. Design
A. Silhouette1. General period2. Appropriate to the play3. Detail
B. Color scheme
II. Execution
A. MediumB. Shapes
III. Presentation
A. Fabric swatchesB. LetteringC. MattingD. Size
RATING (circle one):
Superior
TOTAL POINTS:
SuperiorExcellentGoodFair
Excellent
90-100 points80-89 points65-79 points64 or less
Good Fair
Judge's Signature:
Comments (may be continued on the reverse side):
183
rn
0.0C:21
Sample Evaluation
1991 WYOMING STATE DRAMA FESTIVALScene Design
STUDENT: SCHOOL:
SELECTION:
Criteria for Evaluation:
1. Design
A. Appropriate to the playB. Use of spaceC. Eye for detailD. Use of color
11. Execution
A. NeatnessB. Readable (understandable)C. Model or color rendering
III. Presentation
RATING (circle one):
Superior Excellent Good Fair
TOTAL POINTS:
Superior 90-100 pointsExcellent 80-89 pointsGood 65-79 pointsFair 64 or less
Judge's Signature
Comments (may be continued on the reverse side):
AP
PE
ND
IX C
The
atre
Tas
k F
orce
rec
omm
enda
tions
con
cern
ing:
thea
tre
curr
icul
umC
lass
room
con
tent
staf
fing
conc
erns
& s
taffi
ng d
evel
opm
ent o
ppor
tuni
ties
thea
tre
equi
pmen
t and
faci
litie
sad
voca
cy
SC
HO
OL
TH
EA
TR
E C
UR
RIC
ULU
M
The
sch
ool c
urric
ulum
sho
uld:
prov
id e
K-1
2 in
terd
isci
plin
ary,
seq
uent
ial c
ur-
ricul
umpr
ovid
e el
emen
tary
thea
tre
reso
urce
s an
d a
thea
tre
spec
ialis
tpr
ovid
e af
ter-
scho
ol a
nd c
urric
ular
thea
tre
op-
port
uniti
es'p
rovi
de th
eatr
e pr
oduc
tion
at a
ll le
vels
educ
ate
the
who
le p
erso
n th
roug
h th
eatr
e ex
-pe
rienc
es'e
nhan
ce s
tude
nt s
elf-
este
em th
roug
h th
eatr
eex
perie
nces
prov
ide
visi
ting
thea
tre
prof
essi
onal
s fo
r st
u-de
nts
and
educ
ator
s's
tres
s th
e im
port
ance
of t
he a
rts
for
all s
tude
nts
prov
ide
stud
ents
exp
osur
e to
all
thea
tre
"allo
w s
tude
nt r
elea
se ti
me,
bus
es, a
nd s
uppo
rtfo
r fie
ld tr
ips
conc
erni
ng th
eatr
e w
orks
hops
,co
mpe
titio
ns, e
tc.
inte
grat
e lit
erat
ure
educ
atio
n w
ith th
eatr
ein
corp
orat
e th
eatr
e in
to d
iffer
ent m
edia
s"e
ncou
rage
inte
rdis
cipl
inar
y su
ppor
t of t
heat
repr
oduc
tions
, i.e
mat
h, e
nglis
h, h
ome-
ec'e
xpos
e st
uden
ts to
bro
ad b
ased
thea
tre
inst
ruc-
tion
at th
e el
emen
tary
leve
l whi
ch s
houl
dbe
com
e m
ore
spec
ializ
ed in
late
r sc
hool
yea
rspr
ovid
e a
min
imum
of o
ne le
vel o
f dra
ma;
optim
ally
ther
e sh
ould
be
four
leve
ls o
ffere
din
corp
orat
e th
eatr
e an
d te
levi
sion
con
nect
ion
and
anal
ysis
sho
uld
be in
to th
eatr
e cl
asse
s
CLA
SS
RO
OM
CO
NT
EN
T
Leve
l 1, e
lem
enta
ry g
rade
s, s
houl
d in
clud
e th
efo
llow
ing
thea
tre
clas
ses
and
expe
rienc
es:
crea
tive
dram
atic
sin
terd
isci
plin
a ry
exp
erie
nces
(pu
ppet
ry, s
tory
-te
lling
)gr
amm
ar a
nd a
ctio
n
activ
e (le
arn
by d
oing
)ta
lent
day
scul
ptin
g fo
r st
age
mov
emen
tvo
ice
trai
ning
oral
inte
rpre
tatio
n sh
ould
be
incl
uded
in g
rade
sfo
ur th
roug
h si
xim
prov
isat
iona
l the
atre
gam
este
chni
cal p
rodu
ctio
n fo
r pe
rfor
man
ces
perf
orm
ance
with
aud
ienc
es
Leve
l Il o
fferin
gs fo
r gr
ades
six
thro
ugh
nine
shou
ld b
e co
nsid
ered
a fi
ne a
rts
cred
it to
war
dgr
adua
tion
and
shou
ld in
clud
e:
prol
e pl
ayin
g in
soc
ial p
robl
ems
and
intr
ospe
c-tio
n (t
een
dram
a cl
ub)
actu
al d
ram
a of
ferin
g at
this
leve
lco
ntin
uatio
n of
cre
ativ
e dr
amat
ics
perf
orm
ance
opp
ortu
nitie
ste
chni
cal t
heat
er
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
TH
EA
TR
E A
RT
S
1R5
186
Page
D-1
1
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-i
Page
D-:
AP
PE
ND
IX C
)IX
C
Leve
l Ill
thea
tre
shou
ld b
e co
nsid
ered
a fi
ne a
rts
cred
it to
war
d gr
adua
tion
and
shou
ld in
clud
e:
med
ia a
war
enes
s cl
asse
s
team
teac
hing
cul
tura
l art
s aw
aren
ess/
appr
e-ci
atio
nsp
ecia
lized
cla
sses
: han
ds-o
n te
chni
cal p
rodu
c-
tion,
etc
.a
focu
s on
coo
pera
tive
lear
ning
STA
FFIN
G C
ON
CE
RN
S:
As
educ
ator
s in
a la
rge
and
spar
sely
pop
ulat
edst
ate,
the
vita
l rol
e of
the
adm
inis
trat
ion
in s
up-
port
ing
teac
hers
of w
orth
whi
le p
rogr
ams
iscr
itica
l to
thei
r su
cces
s. W
ithou
t thi
s co
mm
it-m
ent,
thea
tre
teac
hers
mus
t mak
e it
on th
eir
own,
and
som
etim
es th
e od
ds a
gain
st s
ucce
ss, s
uch
as
inad
equa
te fa
cilit
ies,
inad
equa
te tr
aini
ng to
use
prop
er fa
cilit
ies,
inad
equa
tefin
anci
al s
uppo
rt,
and
an in
adeq
uate
sta
tew
ide
supp
ort s
yste
m,
may
ove
rwhe
lm th
e co
mpe
lling
rea
sons
for
hav-
ing
a th
eatr
e pr
ogra
m in
the
first
pla
ce. A
lso,
beca
use
man
y of
the
thea
tre
teac
hers
in W
yo-
min
g ar
e no
t spe
cific
ally
trai
ned
thea
tre
maj
ors,
thei
r ta
sk is
eve
n m
ore
diffi
cult.
Our
dra
ma
teac
hers
nee
d th
e co
oper
atio
n of
thei
r sc
hool
dist
ricts
to h
elp
them
est
ablis
h a
qual
ity th
eatr
epr
ogra
m a
nd a
sta
tew
ide
su p
port
sys
tem
.The
re-
fore
, the
follo
win
g re
com
men
datio
ns h
ave
been
com
pile
d to
giv
e sc
hool
dis
tric
ts g
uide
lines
for
afe
asib
le th
eatr
e pr
ogra
m.
thea
tre
clas
s of
ferin
gs s
houl
d in
clud
e:be
ginn
ing
thro
ugh
adva
nce
clas
ses
avai
labl
ity o
f ong
oing
4-y
ear
fine
arts
cre
dit
spec
ial p
opul
atio
n th
eatr
e of
ferin
gsm
inim
um r
equi
rem
ent o
f one
full-
time
thea
tre
spec
ialis
t per
dis
tric
t or
the
equi
vale
nt o
fvi
sual
art
and
mus
ic in
that
dis
tric
ton
e th
eatr
e, o
ne d
ance
, one
mus
ic, a
nd o
ne
tech
nica
l per
son
per
build
ing
one
thea
ter
inst
ruct
or a
t eac
h hi
gh s
choo
l and
juni
or h
igh.
The
juni
or h
igh
and
high
sch
ool
coul
d sh
are
one
full-
time
posi
tion
in s
mal
ler
dist
ricts
.te
chni
cal n
eeds
of p
rodu
ctio
n m
ust b
e ad
-dr
esse
d by
tech
nica
l bui
ldin
g pe
rson
nel a
ndno
t by
thea
tre
inst
ruct
or, o
r at
leas
t by
a te
amof
thea
tre
and
tech
nica
l per
sonn
elw
hen
assi
gnin
g th
eatr
e fa
culty
cla
sses
, sch
ools
shou
ld c
onsi
der
the
teac
hing
load
and
dra
ma
seas
on.
if th
eatr
e pr
oduc
tions
are
abo
ve a
nd b
eyon
d
the
regu
lar
wor
kday
,thea
tre
pers
onne
l sho
uld
be g
rant
ed a
stip
end
sim
ilar
toco
achi
ng p
ay
ST
AF
FIN
GD
EV
EL
OPM
EN
TO
PPO
RT
UN
ITIE
S
Sch
ools
sho
uld
prov
ide
the
follo
win
g th
eatr
eop
port
uniti
es fo
r te
ache
rs:
sum
mer
inst
itute
s fo
r th
eatr
e tr
aini
ngin
serv
ices
for
arts
dis
cipl
ines
teac
her
exch
ange
sst
ate
dram
a fe
stiv
als
atte
nded
by
teac
hers
and
stud
ents
inse
rvic
es, g
rant
s tr
aini
ng, u
pdat
es o
n th
eatr
eop
port
uniti
es s
tate
wid
e an
d na
tiona
lly p
ro-
vide
d by
the
Dep
artm
ent o
f Edu
catio
nvi
sitin
g ar
tists
and
exp
erts
mad
e av
aila
ble
thro
ugh
stat
e ed
ucat
iona
l net
wor
k's
such
as
the
Wyo
min
g A
rts
Cou
ncil
Art
ist R
oste
r or
prog
ram
s pr
ovid
ed th
roug
h th
e D
epar
tmen
tof
Edu
catio
n, li
ke N
atio
nal D
iffus
ion
Wee
k.cr
edit
to th
eatr
e in
stru
ctor
s fo
r at
tend
ing
pro-
duct
ions
(cr
edit
on th
e st
ate
leve
l) an
d tr
aini
ng
oppo
rtun
ities
el s
houl
d
ling
pay
UN
ITIE
S
g th
eatr
e
:her
s an
d
m th
eatr
e
laity
pro
-tti
onav
aila
ble
's s
uch
asR
oste
r or
.par
tmen
tio
n W
eek.
ding
pro
-d
trai
ning
188
'38
AP
PE
ND
IX C
FAC
ILIT
IES,
EQ
UIP
ME
NT
AN
D B
UD
GE
T
The
fol
low
ing
are
min
i mum
spa
ce a
nd e
quip
men
tre
quir
emen
ts f
or a
via
ble
thea
tre
prog
ram
:a
larg
e cl
assr
oom
, sep
arat
e fr
om o
ther
cla
ss-
room
s, in
clud
ing
sink
, clo
set,
pull-
up m
ats,
mov
eabl
e ta
bles
and
cha
irs,
and
rol
l-up
car
pet
a bu
dget
for
roy
altie
s an
d sc
ript
s
the
follo
win
g ar
e op
timal
spa
ce a
nd e
quip
men
tre
quir
emen
ts f
or v
iabl
e th
eatr
e pr
ogra
m:
stag
e, li
ghts
, sto
rage
are
as, s
cene
sho
p, m
ake-
upro
om, f
ly s
pace
budg
ets
shou
ld a
llow
for
bui
ldin
g m
ater
ials
and
tool
s, c
ostu
mes
, scr
ipts
and
roy
altie
sa
sepa
rate
age
ncy
acco
unt f
or th
eatr
e pr
oduc
-tio
nsav
aila
bilit
y of
a th
eatr
e co
nsul
tant
for
arc
hite
c-tu
ral d
esig
n an
d co
nstr
uctio
n ne
eds
d ra
ma
clas
ses
and
even
ts w
hich
hav
e pr
iori
ty in
the
thea
tre
faci
lity
AD
VO
CA
CY
In o
rder
for
the
com
mun
ity to
bec
ome
an a
dvoc
ate
of th
eatr
e w
ithin
the
scho
ol c
urri
culu
m, e
duca
tors
and
com
mun
ity m
embe
rs s
houl
d te
am u
p to
pro
-vi
de th
e fo
llow
ing:
oppo
rtun
ities
for
stu
dent
s to
per
form
in p
ublic
.Fo
r ex
ampl
e:-R
eade
r's T
heat
re p
orgr
ams
at lo
cal l
ibra
ries
-mim
e pe
rfor
man
ces
befo
re s
choo
l spo
rtin
gev
ents
-spe
cial
occ
asio
n so
liloq
uies
(V
alen
tine'
s D
ay,
birt
hday
s, e
tc.)
lunc
h-tim
e pe
rfor
man
ces
at s
ervi
ce o
rgan
iza-
tions
annu
al s
choo
l and
com
mun
ity p
rodu
ctio
nsop
port
uniti
es f
orst
uden
tsto
atte
nd p
erfo
rman
ces
deve
lopm
ent o
f co
mm
unity
/bus
ines
s pa
rtne
r-sh
ips
for
The
atre
(i.e
. par
tner
ship
s w
ith lo
cal
thea
tre
grou
ps)
esta
blis
hmen
t of
stud
ent t
heat
re a
war
dspr
ovid
e ho
listic
edu
catio
n th
roug
h in
tegr
ativ
eed
ucat
ion
beco
me
mem
bers
in s
tate
and
loca
l the
atre
org
a-ni
zatio
ns.
beco
rnef
amili
a rw
ith T
heat
re a
dvoc
acy
reso
urce
sav
aila
ble
from
:W
yom
ing
Alli
ance
for
Art
s E
duca
tion
(WA
AE
)W
yom
ing
Art
s C
ounc
il (W
AC
)R
ocky
Mou
ntai
n T
heat
re A
ssoc
iatio
nat
tend
ance
of
stat
e, r
egio
nal,
and
natio
nal a
rts
educ
atio
n w
orks
hops
and
con
fere
nces
.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
189
BE
ST
CO
PY
AV
AIL
AB
LE13
0Pa
ge D
-13
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-1
4
AP
PE
ND
IX D
Res
ourc
es:
stat
e an
d na
tiona
l
Ref
eren
ce M
ater
ials
STA
TE
OR
GA
NIZ
AT
ION
S
Che
yenn
e L
ittle
The
ater
P.O
. Box
108
6C
heye
nne,
WY
820
01
Bob
Sla
ught
er, P
resi
dent
GE
M C
ity P
laye
rs26
79 D
adis
man
Lar
amie
, WY
820
71
Rob
in F
ouqu
aIn
tern
atio
nal T
hesb
ian
Soci
ety
Nat
rona
Hig
h Sc
hool
930
S. E
lmC
aspe
r, W
Y 8
2646
Roc
ky M
ount
ain
The
atre
Ass
ocia
tion
Bill
y Sm
ith, P
resi
dent
-ele
ctW
este
rn W
yom
ing
Col
lege
Roc
k Sp
ring
s, W
Y
Sher
idan
Art
s C
ounc
il40
6 Sc
hille
rSh
erid
an, W
Y 8
2801
Wyo
min
g A
llian
ce f
or A
rts
Edu
catio
nT
om S
muc
ker
2317
Mou
ntai
n Sh
adcw
Lar
amie
, WY
820
70
191
Wyo
min
g A
rts
Cou
ncil
2320
Cap
itol A
venu
eC
heye
nne,
WY
820
02
Elle
n K
elle
rW
yom
ing
Edu
cato
rsof
Seco
ndar
yThe
atre
Roc
k Sp
ring
s H
igh
Scho
olB
ox 1
089
Roc
k Sp
ring
s, W
Y 8
2901
Wyo
The
atre
P.O
. Box
258
Sher
idan
, WY
828
01
Tom
Em
pyW
yom
ing
The
atre
Ass
ocia
tion
Cas
per
Col
lege
125
Col
lege
Dri
veC
aspe
r, W
Y 8
2601
Uni
vers
ity o
f W
yom
ing
Dep
artm
ent o
f T
heat
reP.
O. B
ox 3
951
Lar
amie
, WY
820
71-3
951
Nat
iona
l Dif
fusi
on N
etw
ork
Nan
cy L
eini
usSt
ate
Faci
litat
orW
yom
ing
Dep
artm
ent o
f E
duca
tion
Hat
haw
ay B
uild
ing,
Sec
ond
Floo
rC
heye
nne,
WY
820
02
NA
TIO
NA
L R
ESO
UR
CE
S
Art
Sea
rch
(the
nat
iona
lem
ploy
men
tser
vice
bulle
tinfo
r th
eatr
e, a
ddre
ss:
The
atre
Com
mun
icat
ions
Gro
up)S
teph
enK
agen
Art
s Pr
opel
Dr.
Jul
iann
e A
gar
Pitts
burg
h Pu
blic
Sch
ools
Pitts
burg
h, P
A
Ass
ocia
tion
for
The
atre
and
Hig
her
Edu
catio
nc/
o T
heat
re S
ervi
ceP.
O. B
ox 1
5282
JOB
LIS
T T
heat
re S
ervi
ceE
vans
ville
, IN
477
16-0
282
Bak
ers
play
s10
0 C
haun
cy S
tree
tB
osto
n, M
A 0
2111
-128
3
Den
ver
Cen
ter
The
atre
1245
Cha
mpa
St.
Den
ver,
CO
802
04
Dra
mat
ists
Pla
y Se
rvic
e In
c.44
0 Pa
rk A
venu
e So
uth
New
Yor
k, N
Y 1
0016
Dra
mat
ic P
ublis
hing
Co.
311
Was
hing
ton
St.
P.O
. Box
129
Woo
dsto
ck, I
L 6
0098
(goo
d so
urce
for
hig
h sc
hool
pla
ys a
ndm
usic
als)
Edu
catio
nal T
heat
re A
ssoc
iatio
n33
68 C
entr
al P
arkw
ayC
inci
nnat
i, O
H 4
5225
Edi
tor
of "
Tea
chin
g T
heat
re"
Fire
side
The
atre
6550
Fas
t 30t
h St
reet
P.O
. Box
631
4In
dian
apol
is, I
N 4
6206
Ann
e H
into
nL
.A. P
layw
rite
Wor
ksho
p70
29 F
lory
Str
eet
Sand
Die
go, C
A 9
2122
,
Mis
soul
a C
hild
ren'
s T
heat
reT
erri
Ela
nder
221
E. F
ront
Mis
soul
a, M
T 5
9802
Mus
ical
The
atre
Int
erna
tiona
l (M
. T. I
.)54
5 E
ight
h A
venu
eN
. Y.,
N. Y
. 100
18
Nat
iona
l End
owm
ent f
or th
e A
rts
Nan
cy H
anks
Cen
ter
1100
Pen
nsyl
vani
a A
venu
e, N
.W.
Was
hing
ton,
DC
205
06
192
AP
PE
ND
IX D
Rod
gers
and
Ham
mer
stei
n T
heat
re L
ibra
ry16
33 B
road
way
Sui
te 3
801
N. Y
., N
Y 1
0019
(mos
tly R
& H
mus
ical
s)
Ros
emar
y W
alsh
37 H
olly
berr
y C
t.R
ockv
ille,
MD
Sam
uel F
renc
h In
c.(B
road
way
Mus
ical
s/pl
ays)
45 W
est 2
5th
St.
N.Y
.,NY
100
10fo
r no
n-m
usic
als
writ
e to
:76
23 S
unse
t Blv
d.H
olly
woo
d, C
A 9
0046
Tam
s-W
hitm
ark
Mus
ic L
ibra
ry In
c.56
0 Le
ton
Ave
.N
.Y.,
N Y
100
22(A
gent
for
broa
dway
mus
ical
s)
The
atre
Com
mun
icat
ion
Gro
up35
5 Le
ton
Ave
nue
New
Yor
k, N
Y 1
0017
The
atre
Cra
fts M
agaz
ine
and
Dire
ctor
yP
D. B
ox 4
70M
t Mor
ris, I
I. 61
054-
0470
LO
W R
OY
AL
TY
PL
AY
SA
ND
MU
SIC
AL
S:
Anc
hora
ge P
ress
P.O
. Box
806
7N
ew O
rlean
s, L
A 7
0182
Eld
ridge
Pub
lishi
ng C
o.P
.O. B
ox 2
16F
rank
lin, O
H 4
5005
Enc
ore
Per
form
ance
Pub
lishi
ngP
.O. B
ox 6
92O
rem
, UT
840
57
I. E
. Cla
rk In
c.S
t. Jo
hns
Roa
dP
.O. B
ox 2
46S
chul
enbe
rg, T
X 7
8956
-024
6
Pio
neer
Dra
ma
Ser
vice
, Inc
.P
.O. B
ox 2
2555
Den
ver,
CO
802
22
Pla
yers
P.O
. Box
113
2S
tudi
o C
ity, C
A 9
1614
Rea
ders
The
atre
Scr
ipt S
ervi
ceP
.O. B
ox 1
7833
3S
an D
iego
,CA
921
17
Ref
eren
ce M
ater
ials
AC
TIN
G
McC
aw. A
ctin
g is
Bel
ievi
ng
Del
gado
. Act
ing
With
!lot
h S
ides
of Y
cB
rain
Bar
nes,
Cliv
e. S
tude
nt A
ctor
s H
tutd
book
Spo
lin, V
iola
. Im
prov
isat
ion
For
the
The
atre
Bar
ton,
Rob
ert.
Act
ing
On
Sta
ge a
nd O
f
Ben
edet
ti, R
ober
t. T
he A
ctor
At W
ork
.Bol
esla
ysky
. Act
ing
Sta
n is
lays
ky. A
n A
ctor
Pre
pare
s
Ser
an, D
el. T
heat
re G
ames
Shu
rtlie
ff, M
icha
el. A
uditi
on
PRO
DU
CT
ION
Tan
ner,
Fra
n. B
asic
Dra
ma
Pro
ject
s
Eng
el, L
ehm
an. G
ettin
g T
he S
how
On
Bac
ksta
ge H
andb
ook
MA
KE
-UP
Cor
son.
Sta
ge M
ake-
up
DE
SIG
N A
ND
LIG
HT
ING
Ad
ix, V
ern.
The
atre
Sce
ne C
raft
Par
ker,
Wol
f, &
Sm
ith. S
cene
Des
ign
and
Sta
ge. L
ight
ing
Ora
l Int
erpr
etat
iona
nd R
eade
rs T
heat
re:
Lee,
Cha
rlotte
. Ora
l Int
erpr
etat
ion
Tan
ner,
Fra
n.R
eade
rs'
The
atre
Fun
dam
enta
ls
AE
STH
ET
ICS
AN
D H
IST
OR
Y
Bro
kett.
His
tory
of T
he T
heat
re
Cam
eron
& G
illes
pie.
Enj
oym
ent o
f the
The
atre
Coh
en, R
ober
t. T
heat
re
ON
DIR
EC
TIN
G
Ale
xand
er D
ean.
Pla
y D
irect
ing
Rob
ert B
ende
tti. T
he D
irect
or a
t Wor
k
BO
OK
S
Zor
tman
, Bru
ce. (
1991
) T
he P
rom
pt B
ook,
Fire
stei
n B
ook:
El P
aso,
Tex
as.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
q
191
Page
D-1
5
A Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mT
HE
AT
RE
AR
TS
Page
D-1
6
BE
ST
CO
PY
AV
AIL
AB
LE
LIT
ER
AR
YA
RT
S
197
198
LIT
ER
AR
YA
RT
S
Lite
rary
art
s
!
.4
,&
44,0
1.06
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
190
BE
ST C
OPY
AV
AIL
AB
LE
200
Page
E-1
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
LIT
ER
AR
Y A
RT
SP
age
E-2
Lite
rary
art
s cu
rric
ulum
Intr
oduc
tory
sta
tem
ent
For
pur
pose
s of
this
gui
de, t
he A
rts
Cou
ncil
view
s th
e lit
erar
y ar
ts a
spr
imar
ily c
ente
red
arou
nd c
reat
ive
writ
ing
and
the
com
posi
tion
proc
ess.
How
ever
, writ
ing
shou
ld b
e in
tegr
ated
with
oth
er la
ngua
ge a
rts,
incl
udin
gre
adin
g, r
esea
rch,
list
enin
g, v
iew
ing,
spe
akin
g, a
nd th
inki
ng. L
earn
ing
tous
e th
ese
com
pone
nts
corr
ectly
and
inte
ract
ivel
y w
ill p
rovi
de th
e st
uden
tw
ith th
e to
ols
nece
ssar
y to
dea
l suc
cess
fully
with
our
info
rmat
iona
l soc
iety
,to
dis
cove
r an
d ex
pres
s on
e's
indi
vidu
ality
, and
und
erst
and
othe
r cu
lture
san
d on
e's
role
in s
ocie
ty. I
n pa
rtic
ular
, cre
ativ
e w
ritin
g of
fers
the
stud
ent a
way
to c
onte
mpl
ate
and
give
sha
pe to
his
ow
n id
eas
and
conc
erns
.
Writ
ing
crea
tivel
y sh
ould
als
o be
inte
grat
ed w
i th
othe
r co
nten
t-ar
ea s
ubje
cts
to e
nhan
ce s
choo
l-wid
e ed
ucat
ion.
It is
ext
rem
ely
impo
rtan
t tha
t all
subj
ect
area
s de
vote
som
e cl
ass
inst
ruct
iona
l tim
e to
cre
ativ
e w
ritin
g as
it r
elat
es to
that
par
ticul
ar s
ubje
ct a
nd to
dem
onst
rate
the
cros
sove
r of
effe
ctiv
e w
ritin
gto
all
area
s of
aca
dem
ic li
fe a
nd w
ork-
rela
ted
nece
ssar
y sk
ills.
A s
tude
nt's
abi
lity
to c
omm
unic
ate
effe
ctiv
ely
is p
artly
dep
ende
nt o
n hi
s ur
her
abili
ty to
writ
e w
ell.
A li
tera
ry a
rts
prog
ram
sho
uld
prov
ide
stud
ents
with
the
oppo
rtun
ity to
exp
ress
s th
emse
lves
thro
ugh
crea
tive
and
info
rmat
iona
l writ
ing.
Writ
ing
itsel
f as
wel
l as
writ
ing
abou
t writ
ing
help
sst
uden
ts le
arn
how
they
lear
n, w
hat t
hey
belie
ve a
nd v
alue
, and
wha
t we
can
lear
n fr
om a
nd a
bout
them
.
Eve
ry s
tude
nt in
a li
tera
ry a
rts
prog
ram
sho
uld
be e
xpos
ed to
lite
ratu
re a
ndw
ritin
g st
yles
from
diff
eren
t cul
ture
s. M
ultic
ultu
ral k
now
ledg
e w
ill h
elp
the
stud
ent d
evel
op a
mor
e co
mpr
ehen
sive
und
erst
andi
ng o
f his
or
her
wor
ld.
201
In o
rder
to p
rovi
de a
n ac
cura
te r
epre
sent
atio
n of
our
soc
iety
, ins
truc
tion
onth
e im
pact
of w
omen
in li
tera
ture
sho
uld
also
be
incl
uded
. Equ
ally
, lite
rary
arts
mat
eria
ls a
nd in
stru
ctio
n sh
ould
be
adap
ted
for
stud
ents
with
var
ying
lear
ning
sty
les
and
for
stud
ents
in s
peci
al p
opul
atio
ns.
The
suc
cess
of e
ach
stud
ent i
n a
liter
ary
arts
pro
gram
dep
ends
on
effo
rts
and
invo
lvem
ent b
y th
e st
uden
t, sc
hool
, and
com
mun
ity, i
nclu
ding
bus
ines
s an
din
dust
ry a
nd d
irect
invo
lvem
ent o
f par
ents
.
Stu
dent
s sh
ould
acq
uire
an
appr
ecia
tion
for
the
man
y an
d va
ried
way
s th
at w
ritin
gca
n af
fect
thei
r da
ily li
ves.
Writ
ing
com
pose
s an
d ex
pres
Ses
thei
r th
ough
ts w
hile
prov
idin
g a
reco
rd o
f thi
nkin
g th
at c
an b
e re
flect
ed u
pon,
red
evel
oped
and
cha
nged
.
Per
cept
ions
of t
he w
orld
and
how
it w
orks
may
be
mod
ified
, ref
ined
and
str
engt
hene
d
by e
xplo
rato
ry ty
pes
of w
ritin
g, s
uch
as th
at d
one
in jo
urna
ls o
r di
arie
s, o
r in
the
proc
ess
ofw
ritin
gdra
ftsin
tend
edfo
rwid
erau
dien
cesf
orbr
oade
rpur
pose
s. E
xplo
rato
ryw
ritin
g in
all
subj
ect a
reas
pro
vide
s op
port
uniti
es fo
r st
uden
tste
st th
eir
unde
rsta
ndin
g of
new
con
cept
s an
d pr
inci
ples
and
to p
artic
ipat
e in
new
way
s of
thin
king
, thu
s be
com
ing
a va
luab
le m
eans
for
stud
ents
to le
arn,
not
onl
y in
sch
ool,
but t
hrou
ghou
t the
ir liv
es.
Thr
ough
incr
easi
ng e
xper
ienc
e w
ith th
eir
own
writ
ing
as w
ell a
s th
at o
f oth
ers,
stud
ents
com
e to
und
erst
and
the
pow
er o
f the
prin
ted
wor
d. W
riter
sfre
quen
tly r
aise
ques
tions
that
hel
p us
imag
ine
new
pos
sibi
litie
s an
d co
nsid
er a
ltern
ate
way
s of
bei
ng
and
livin
g. A
s st
uden
ts le
arn
to u
nder
stan
d th
e co
ntra
dict
ory
and
conf
lictin
gfu
nctio
ns o
f writ
ing
as b
oth
stab
ilizi
ng a
nd e
nerg
izin
g in
our
cul
ture
, the
y co
me
tova
lue
the
impo
rtan
t con
trib
utio
ns o
f writ
ing
to o
ur h
isto
rical
rec
ord.
(NA
EP
,W
ritin
g O
bjec
tives
, 198
7)
Leve
lone
out
com
esA
esth
etic
sB
y co
mpl
etio
n of
gra
de f
ive,
stu
dent
s w
ill:
Und
erst
and
and
appr
ecia
te li
tera
ry m
aste
r-pi
eces
that
man
ifes
t dif
fere
nt v
alue
sys
tem
san
d ph
iloso
phie
s
Rec
ogni
ze th
e ef
fect
s of
wor
d m
eani
ng o
n pe
r-ce
ptio
n an
d be
havi
or
Dem
onst
rate
an
appr
ecia
tion
for
ryth
ym a
ndbe
a ut
y of
lang
uage
as
a re
flec
tion
of th
e w
orld
itsel
f, a
nd th
at w
ritin
g is
a r
efle
ctio
n of
sel
f, a
crea
tive
activ
ity to
enj
oy a
s it
refl
ects
indi
-vi
dual
thou
ghts
and
fee
lings
'Sho
w a
n ap
prec
iatio
n fo
r hu
man
con
r?ct
ions
with
in a
nd a
mon
g cu
lture
s as
rev
eale
dth
roug
h w
ritin
g ac
tiviti
es, d
emon
stra
ting
the
rela
tions
hip
betw
een
wor
ld e
vent
s an
d th
ew
ritte
n w
ord
Rec
ogni
ze d
iffe
rent
poi
nts
of v
iew
, ton
e an
dte
chni
que
and
how
they
cha
nge
the
natu
re o
fa
wri
tten
prod
uct
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
203
Prod
uce
an a
naly
tic r
evie
w o
f a
visu
al/p
er-
form
ing
arts
pro
duct
ion:
-det
erm
ine
loca
l res
ourc
es f
or r
evie
w o
f pe
r-fo
rman
ces,
exh
ibiti
ons,
and
oth
er s
ourc
esof
pro
duct
ions
for
rev
iew
-in
grou
ps o
r as
a c
lass
, dev
elop
rev
iew
cri
te-
ria,
wor
king
if p
ossi
ble
with
a r
esid
ent
artis
t-e
xhib
itapp
ropr
iate
-to-
the-
audi
ence
voca
bu-
lary
, sty
le a
nd v
oice
in th
e w
ritte
n re
view
Crit
icis
mB
y th
e co
mpl
etio
n of
gra
de f
ive,
stu
dent
s w
ill:
Dem
onst
rate
the
abili
ty to
eva
luat
e an
d of
fer
cons
truc
tive
assi
stan
ce to
oth
er s
tude
ntw
rite
rs
Exh
ibit
the
abili
ty to
eva
luat
eand
ana
lyze
thei
row
n w
ritin
g an
d th
at o
f pr
ofes
sion
al w
rite
rs
Wor
k to
war
d a
mor
e un
iver
sal u
nder
stan
ding
of s
elf
and
surr
ound
ings
thro
ugh
form
ulat
-in
g an
d cl
arif
ying
thou
ghts
and
opi
nion
s
His
tory
By
the
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Dem
onst
rate
an
unde
rsta
ndin
g an
d ap
prec
ia-
tion
of h
isto
ry th
roug
h re
adin
g an
d w
ritin
gab
out o
ther
cul
ture
s, d
evel
opin
g st
rate
gies
tore
spec
t and
app
reci
ate
diff
eren
ces
Show
how
lite
ratu
re a
nd th
e w
ritte
n w
ord
re-
flec
t tim
e an
d pl
ace,
ope
n a
win
dow
on
the
wor
ld a
nd o
ffer
a m
irro
r of
the
self
Dem
onst
rate
thro
ugh
wri
tten
activ
ities
how
cul
-tu
re a
nd tr
aditi
ons
are
refl
ecte
d in
spe
cifi
cvo
cabu
lary
and
in p
artic
ular
sty
les
and
kind
sof
wri
ting
Ack
now
ledg
e vo
cabu
lary
dev
elop
men
t and
chan
ges
in w
ord
mea
ning
thro
ugh
stud
ies
ofet
ymol
ogy
20-1
Page
E-3
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
LIT
ER
AR
Y A
RT
SPa
ge E
-4
LEV
EL
ON
E
Pro
duct
ion
By
com
plet
ion
of g
rade
fiv
e, s
tude
nts
will
:
Dem
onst
rate
pro
fici
ency
in w
ritin
g as
a p
roce
ss:
-use
tech
niqu
es o
f br
ains
torm
ing,
web
bing
,m
appi
ng, i
mag
inin
g to
sel
ect a
topi
c-d
o pr
ewri
ting
and
draf
ting
exer
cise
s-e
dit a
nd r
evis
e fi
rst d
raft
s af
ter
peer
and
inst
ruct
or c
onfe
renc
ing
-pol
ish
idea
s fo
r fi
nal p
rodu
ctio
n
Impl
emen
t str
ateg
ies
for
gene
ratin
g id
eas
and
focu
sing
/ lim
iting
topi
cs f
or m
ost a
ppro
pria
tew
ritte
n ex
pres
sion
Drg
aniz
e se
nten
ces
and
para
grap
hs, p
rodu
cing
wri
tingo
f an
appr
opri
ate
leng
th u
sing
mul
tiple
genr
es a
nd c
ompo
sitio
n ty
pes
"Gat
her
info
rmat
ion
from
pri
mar
y an
d se
cond
ary
sour
ces,
rep
ortin
g in
form
atio
n th
roug
hqu
otat
ions
and
par
aphr
ases
, citi
ng s
ourc
esap
prop
riat
ely
"Dem
onst
rate
fam
iliar
ity w
ith a
nd p
rofi
cien
cy a
tus
e of
libr
arie
s an
d m
ultip
le r
efer
ence
sou
rces
,in
clud
ing
feat
ures
of
such
sou
rces
as
tabl
es o
f
205
cont
ents
, ind
exes
and
app
endi
ces,
glo
ssar
ies
and
bibl
iogr
aphi
es.
Loc
a te
info
rmat
ion
in r
efer
ence
boo
ks, i
nclu
ding
the
dict
iona
ry, e
ncyc
lope
dias
, yea
rboo
ks a
ndal
man
acs,
bio
grap
hica
l ref
eren
ce b
ooks
, the
Rea
der's
Gui
de, e
tc.
Doc
umen
t wri
ting
prac
tice
each
day
thro
ugh
jour
nal-
keep
ing
or s
imila
r w
ritin
g; w
rite
for
ava
riet
y of
pur
pose
sto
ente
rtai
n, in
stru
ct,
pers
uade
, etc
.
'Dev
elop
a w
ritin
g st
yle
appr
opri
ate
to p
urpo
sean
d to
poi
nt o
f vi
ew o
f au
then
tic a
udie
nces
"Sel
ect b
est w
ritin
g an
d sa
mpl
es o
f di
ffer
ent t
ypes
and
styl
es o
f w
ritin
g fo
r po
rtfo
lios
Dem
onst
rate
hig
her-
orde
r th
inki
ng s
kills
inde
term
inin
g or
gani
zatio
n of
pap
ers,
sel
ectio
nof
topi
cs a
nd d
evel
opm
ent o
f id
eas
and
thro
ughp
rofi
cien
cy in
pred
ictin
g,ge
nera
lizin
g,dr
awin
g co
nclu
sion
s, c
lass
ifyi
ng a
nd e
v al
ua
ting
Exh
ibit
prof
icie
ncy
in m
echa
nics
and
usa
ge o
f th
ela
ngua
ge a
s re
late
d to
art
icul
ated
goa
ls o
fm
aste
ry
Show
pro
fici
ent c
ompo
sing
ski
lls in
all c
unic
ulum
area
s, u
sing
thin
king
and
rea
soni
ng s
kills
tore
ach
conc
lusi
ons
and
expr
ess
idea
s
Rea
ct to
wor
ks o
f lit
erat
ure
as to
eff
ectiv
enes
s of
wri
ting
styl
es a
nd s
elec
tion
of g
enre
s in
conv
eyin
g an
inte
nded
mes
sage
Exp
ress
fee
lings
and
rea
ctio
ns to
exp
erie
nces
inva
riou
s w
ritte
n fo
rms(
lette
rs,jo
umal
s,pe
rson
alna
rrat
ives
, pic
ture
or
dict
ated
sto
ries
, poe
try,
dram
a, s
hort
sto
ries
, etc
.)
Dem
onst
rate
flu
ency
in h
andw
ritin
g an
d th
e us
eof
wor
d pr
oces
sors
thro
ugh
freq
uent
usa
gean
d pr
oduc
tion
Wor
k on
rev
isio
n in
sm
all g
roup
s by
res
pond
ing
to e
ach
othe
r's w
ritin
g, r
evis
ing
on th
e ba
sis
ofre
spon
ses
Com
preh
end
educ
atio
nal t
extb
ooks
and
oth
erw
ritte
n re
sour
ces
such
as
refe
renc
e m
ater
ials
,sh
owin
g pr
ofic
ienc
y in
rew
ritin
g su
ch m
ater
ials
in o
ne's
ow
n w
ords
Rep
ort o
n an
inve
stig
ated
car
eer
poss
ibili
ty a
s it
rela
tes
to p
erso
nal s
kills
and
inte
rest
s, s
how
ing
rese
arch
and
org
aniz
atio
nal s
kills
20C
Leve
l tw
o ou
tcom
esA
esth
etic
s
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
. Dis
cove
r, th
roug
h ob
serv
atio
n, u
se o
f the
imag
i-na
tion,
and
per
sona
l exp
erie
nce,
a s
ense
of
self
in w
ritin
g ab
out t
he h
uman
exp
erie
nce,
reco
gniz
ing
the
effe
cts
of w
ord
mea
ning
on
perc
eptio
n an
d be
havi
or
Eng
age
in la
ngua
ge p
lay
for
the
purp
ose
ofbu
ildin
g im
ages
to e
xpre
ss fe
elin
gs, i
deas
and
expe
rienc
es, t
hus
deve
lopi
ng a
nd e
nhan
cing
voca
bula
ry
Ana
lyze
a p
erfo
rman
ce/p
rodu
ctio
n of
one
or
seve
ral a
rtis
tic e
ffort
s th
roug
h a
writ
ten
re-
view
whi
ch e
xhib
its r
ecog
nitio
n of
qua
lity
-org
aniz
ing
a lis
t of l
ocal
res
ourc
es o
f art
istic
prod
uctio
ns/p
erfo
rman
ces
-dev
elop
ing
indi
vidu
ally
and
as
a cl
ass
a lis
t of
eval
uativ
e cr
iteria
-mas
terin
g ap
prop
riate
voc
abul
ary,
sty
le a
ndvo
ice
for
the
writ
ten
revi
ew a
ppro
pria
te to
audi
ence
+A
rtic
ulat
e th
e qu
aliti
es o
f var
ious
type
s of
writ
-in
g by
fello
w s
tude
nts
and
by p
rofe
ssio
nal
writ
ers,
sho
win
g un
ders
tand
ing
and
appr
e-ci
atio
n of
lite
rary
mas
terp
iece
s an
dph
iloso
phie
s ex
pres
sed
ther
ein
Rec
ogni
ze a
nd a
ppre
ciat
e th
e ow
ners
hip
ofot
her
peop
le's
wor
ds a
nd id
eas
by g
ivin
gcr
edit
whe
neve
r th
ese
wor
ds o
r id
eas
are
used
Com
pare
and
con
tras
t var
ious
writ
ing
styl
esfo
r ap
prop
riate
ness
of c
omm
unic
atio
n
Com
pare
the
curr
ent l
ife s
tyle
, cul
ture
and
way
of th
inki
ng o
f cla
ssm
ates
and
com
mun
ityw
ith p
eopl
e an
d cu
lture
s ar
ound
the
wor
ldan
d fr
om a
var
iety
of t
ime
perio
ds.
Crit
icis
m
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Rea
ct to
lite
ratu
re o
n lit
eral
, inf
eren
tial a
ndcr
itica
l lev
els
Dev
elop
str
ateg
ies
to c
ritic
ally
eva
luat
e st
uden
tan
d pr
ofes
sion
al w
ritin
g-id
entif
y ar
tistic
ele
men
ts o
f a w
ritte
n w
ork
com
pare
lite
rary
and
med
ia v
ersi
onso
f writ
ten
wor
ks-
dem
onst
rate
an
unde
rsta
ndin
g th
at fo
rmal
essa
y w
ritin
g is
org
aniz
ed th
ough
tco
nsis
ting
of a
gen
eral
izat
ion
or th
esis
and
supp
ortin
g de
tails
anal
yze
and
resp
ond
to li
tera
ture
in w
ritin
gth
roug
h va
rious
mod
es a
nd te
chni
ques
-art
icu
late
theq
ua li
tieso
f var
ious
lite
rary
pie
ces
' Cla
rify
thou
ghts
and
opi
nion
s on
exp
erie
nces
,w
orld
eve
nts
and
pers
onal
/ass
igne
d re
adin
gth
roug
h va
rious
writ
ing
mod
aliti
es
His
tory
By
the
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Com
pa r
e an
d co
ntra
st th
e w
ritin
g st
yles
of a
u-th
ors
from
a v
arie
ty o
f tim
e pe
riods
and
cultu
res
who
se w
orks
hav
e st
ood
the
test
of
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
207
208
Page
E-5
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
.Pa
ge E
-6
LEV
EL
TW
O
time
as to
app
ropr
iate
ness
of
med
ium
and
mes
sage
on
that
tim
e an
d cu
lture
Perc
eive
that
wri
ting
is a
mea
ns o
f co
mm
uni-
catin
g ov
er ti
me,
allo
win
g th
em to
foc
us a
ndre
flec
t on
thei
r ow
n th
ough
ts in
a h
isto
rica
lpe
rspe
ctiv
e
Und
ei.s
tand
and
exh
ibit
the
vari
ous
purp
oses
and
effe
ctiv
enes
sof
the
wri
tten
wor
d th
roug
hth
e pr
ogre
ssio
n of
his
tory
and
its
impo
rtan
cein
hum
an in
tera
ctio
n to
day
Dem
onst
rate
abi
lity
to u
se th
e di
ctio
nary
eff
ec-
tivel
y in
res
earc
hing
ety
mol
ogy
of w
ord
deri
vatio
ns a
nd d
evel
opm
ent a
nd u
sage
over
time
Dev
elop
and
eff
ectiv
ely
expr
ess
supp
orte
dop
inio
ns o
n hi
stor
y an
d hi
stor
ical
res
earc
h,on
cur
rent
eve
nts
and
soci
al s
tudi
es to
pics
Exp
lore
his
tori
cal a
nd c
ultu
ral p
ersp
ectiv
esan
d ho
w li
tera
cy h
isto
ry r
evea
ls th
e hu
man
expe
rien
ce
lndi
cate
tren
ds in
mod
em li
tera
ture
and
pro
ject
new
topi
cs, s
tyle
s an
d m
etho
ds o
f hu
man
expr
essi
on c
urre
ntly
in u
se a
nd p
roje
cted
for
the
futu
re
Wri
te a
sim
ilar
stor
y/po
em/d
ram
a in
a d
iffe
r-en
t dia
lect
/mod
e of
exp
ress
ion,
ref
lect
ingt
hepa
ssag
e of
his
tory
Pro
duct
ion
By
com
plet
ion
of g
rade
eig
ht, s
tude
nts
will
:
Show
ski
ll in
wri
ting
in n
arra
tive,
exp
ositi
ve,
pers
uasi
ve, a
rgum
enta
tive,
exp
ress
ive
and
desc
ript
ive
mod
es a
s as
sign
ed
Dem
onst
rate
adv
ance
d pr
ofic
ienc
y in
wri
ting
as a
pro
cess
-sho
w s
kill
in b
rain
stor
min
g te
chni
ques
inse
lect
ion
of to
pics
-sho
w s
kill
in s
eque
ncin
g, r
esea
rchi
ng, n
ote-
taki
ng, o
utlin
ing,
and
lim
iting
topi
cs-d
emon
stra
te p
rofi
cien
cy in
pre
wri
ting,
edi
t-in
g, r
evis
ing,
and
pol
ishi
ng a
fin
al p
rodu
ct
Exh
ibit
skill
in m
echa
nics
and
usa
ge a
s de
ter-
min
ed b
y ar
ticul
ated
mas
tery
for
app
ropr
iate
grad
e le
vel,
incl
udin
g
-org
aniz
e m
ain
idea
s an
d su
ppor
ting
deta
ils-d
evel
op a
nd u
se tr
ansi
tions
-sel
ect a
ppro
pria
te d
ictio
n, v
ocab
ular
y an
dvo
ice
-ide
ntif
y pa
rts
of s
peec
h, p
arts
of
the
sen-
tenc
e, d
iale
cts
and
idio
ms,
cla
uses
and
phra
ses,
cor
rect
ver
b us
age
(ten
se, v
oice
,m
ood)
, cor
rect
use
of
mod
ifie
rsan
d pa
ral-
lel s
truc
ture
illus
trat
e va
riou
s gr
amm
atic
al s
truc
ture
s(i
tem
s in
a s
erie
s, c
ompo
und
and
com
plex
sent
ence
s, a
ppos
itive
s, p
artic
i pia
!ph
rase
s/in
fini
tives
/ger
unds
)co
mpe
tent
ly d
emon
stra
te a
bilit
y in
sen
tenc
eco
mbi
ning
Wri
te to
lear
n, u
sing
all
basi
c su
bjec
t are
as a
ssu
bjec
ts f
or c
reat
ive
wri
tten
resp
onse
s to
for
-m
ulat
e an
d ex
pres
s lif
e va
lues
, and
util
izin
gw
ritin
g sk
ills
in a
ll ar
eas
of th
e cu
rric
ulum
Perc
eive
of
wri
ting
as a
n ex
tens
ion
of r
eadi
ng,
liste
ning
, thi
nkin
g, a
nd s
peak
ing
skill
s, c
lari
fy-
21 0
LE
VE
L T
WO
ing
life
conc
epts
and
val
ues,
exp
ress
ing
opin
-io
ns th
roug
h cr
eativ
e w
ritin
g
Doc
umen
t writ
ing
prac
tice
each
day
thro
ugh
jour
nals
or
port
folio
s, p
rodu
cing
writ
ing
of a
nap
prop
riate
leng
th, u
sing
mul
tiple
gen
res
and
type
s of
com
posi
tion/
crea
tive
writ
ing,
dem
-on
stra
ting
fluen
cy in
han
dwrit
ing
as w
ell a
spr
ofic
ienc
y at
pro
duci
ng a
wor
d-pr
oces
sed
docu
men
t
Rea
ct to
per
sona
l exp
erie
nces
, fee
lings
and
idea
sth
roug
h a
varie
ty o
f writ
ten
mod
es: f
able
s,fo
lkta
les,
jour
nals
and
jour
nalis
tic a
rtic
les,
let-
ters
of p
ersu
asio
n or
frie
ndsh
ip, p
erso
nal
narr
atio
n, b
iogr
aphy
, lyr
ic-d
ram
atic
-nar
rativ
epo
etry
, dia
logu
e an
d dr
amat
ic s
cene
s
Dem
onst
rate
thin
king
ski
lls in
writ
ing
and
or-
gani
zing
thro
ugh
pred
ictin
g, g
ener
aliz
ing,
draw
ing
conc
lusi
ons,
cla
rifyi
ng, e
valu
atin
g,in
ferr
ing
and
elab
orat
ing
Sho
w a
dvan
ced
skill
in u
sing
libr
arie
s an
d ot
her
refe
renc
esou
rces
,incl
udin
gele
ctro
nica
lly-a
c-ce
ssed
libr
arie
s an
d te
chno
logy
ava
ilabl
e, to
gath
er in
form
atio
n an
d sy
nthe
size
it a
s as
-si
gned
and
req
uire
d
-loca
te a
nd a
cces
s ne
eded
info
rmat
ion
in r
ef-
eren
ce w
orks
suc
h as
the
dict
iona
ry, e
ncy-
clop
edia
s, R
eade
r's G
uide
, mic
rof
isch
e, C
DR
OM
as
avai
labl
e, b
iogr
aphi
cal s
ourc
es,
year
book
s /a
lman
acs/
New
sban
k, e
tc.
-gat
her
info
rmat
ion
from
bot
h pr
imar
y an
dse
cond
ary
sour
ces,
rep
ortin
g in
form
atio
nth
roug
h qu
otat
ions
and
par
aphr
ases
, cit-
ing
sour
ces
-com
preh
end
educ
atio
nal t
extb
ooks
and
ref
-er
ence
mat
eria
ls, r
ewrit
ing
as a
ppro
pria
tein
one
's o
wn
wor
ds a
nd a
ckno
wle
dgin
gcr
edit
as a
ppro
pria
te, u
sing
sty
lebo
ok a
sid
entif
ied
by in
stru
ctor
Dev
elop
val
ue ju
dgem
ents
and
res
pond
to c
ul-
tura
l and
eth
nic
diffe
renc
es
Use
figu
rativ
e la
ngua
ge a
nd o
ther
lite
rary
de-
vice
s ef
fect
ivel
y to
enh
alce
des
crip
tion/
nar-
ratio
n
Rel
ate
them
es in
lite
ratu
re to
per
sona
l exp
eri-
ence
and
bel
iefs
as
wel
l as
to th
e w
orld
gen
er-
ally
Ana
lyze
indi
vidu
al s
kills
and
abi
litie
s as
they
rela
te to
pot
entia
l job
opp
ortu
nitie
s an
d ca
-re
er c
hoic
es; r
evea
l kno
wle
dge
thro
ugh
writ
-te
n ap
plic
atio
ns
Sho
w m
aste
ry o
f coo
pera
tive
lear
ning
tech
-ni
ques
and
pee
r re
view
as
writ
ten
wor
k is
anal
yzed
and
pol
ishe
d fo
r in
tent
ion,
mea
ning
and
effe
ctiv
enes
s
Wyo
min
g A
rts
Edu
catio
nC
urric
uIdo
tL
ITE
RA
RY
AR
TS
4 1
21.2
Page
E-7
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-8
Leve
l thr
eeA
sthe
tics
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Rec
ogni
ze a
nd e
valu
ate
diffe
rent
poin
ts o
fvi
ew, t
one
and
tech
niqu
es, d
eter
min
ing
how
they
affe
ct th
e na
ture
of a
writ
ten
piec
e
Dev
elop
an
awar
enes
s of
mul
tiple
per
spec
-tiv
es, p
ossi
bly
resu
lting
in a
pro
duct
ion
of a
play
, vid
eo, b
road
cast
or
othe
r pr
oduc
tion
base
d on
a w
ritte
n sc
ript c
ombi
ning
the
ele-
men
ts o
f writ
ing
nece
ssar
y fo
r a
visu
alpr
oduc
tion
App
ly th
e re
leva
nce
of li
tera
ry e
xper
ienc
e(t
hem
e, p
oint
of v
iew
, etc
.) to
per
sona
l exp
e-rie
nce,
feel
ings
and
idea
s
Ana
lyze
the
stre
ngth
s an
d w
eakn
esse
s of
pro
-du
ctio
ns a
nd o
r/w
orks
of a
rtis
ts, m
usic
ians
and
play
wrig
hts
Rec
ogni
ze d
iffer
ent w
ritin
g st
yles
thro
ugh
para
phra
sing
the
wor
kofo
them
and
ack
now
l-ed
ging
app
ropr
iate
cre
dit w
hen
quot
ing
orus
ing
thei
r id
eas
Com
pare
and
con
tras
t lite
rary
and
med
ia v
er-
sion
s of
end
urin
g w
orks
of l
itera
ture
213
Und
erst
and
and
appr
eaci
ate
liter
ary
mas
ter-
piec
es th
at m
anife
st d
iffer
ent v
alue
sys
tem
san
d ph
iloso
phie
s
Rec
ogni
zede
finiti
on a
nd u
sage
of a
llego
ry, m
yth
and
sym
bolis
m in
writ
ing
for
a sp
ecifi
c pu
r-po
se
Und
erst
and
the
esse
ntia
l ele
men
ts o
f fic
tion
and
nonf
ictio
n: s
hort
sto
ry, n
ovel
, dra
ma,
poet
ry, e
ssay
, bio
grap
hy, j
ourn
al, e
tc.
Rev
iew
per
sona
l exp
erie
nces
as
a so
urce
of
writ
ing
mat
eria
l and
und
erst
and
how
lite
r-ar
y m
aste
rpie
ces
man
ifest
diff
eren
t val
uesy
stem
s
Dem
onst
rate
an
appr
ecia
tion
for
hum
an c
onne
c-tio
ns w
ithin
and
am
ong
cultu
res,
com
parin
gan
d co
ntra
stin
g su
ch c
ultu
resw
ith th
e pr
esen
tan
d w
ith e
ach
othe
r
Exh
ibit
an u
nder
stan
ding
of a
udie
nce
and
pur-
pose
and
how
alte
ring
eith
er o
f the
se c
hang
esth
e w
ritin
g
Crit
icis
mB
y co
mpl
etio
n of
gra
de tw
elve
, stu
dent
s w
ill:
Ana
lyze
fict
ion
and
non-
fictio
n by
rec
ogni
zing
vario
us e
lem
ents
of l
itera
ture
(pl
ot, c
hara
c-te
r, s
ettin
g, th
eme
and
poin
t of v
iew
) an
dev
alua
ting
thei
r cr
edib
ility
App
ly a
nd u
se lo
gic
in p
ersu
asiv
e w
ritte
n ar
-gu
men
ts,d
emon
stra
tinga
bilit
ytog
ener
aliz
e,m
ake
judg
emen
ts a
nd d
raw
con
clus
ions
Inte
rpre
t and
rea
ct to
art
istic
ele
men
ts o
f aw
ritte
n w
ork
and
how
eac
h ca
n pr
oduc
em
ultip
le le
vels
of m
eani
ng
Judg
e an
d ev
alua
te p
erso
nal w
ritin
g st
reng
ths
and
wea
knes
ses,
as
wel
l as
thos
e of
pee
rs
Dev
elop
str
ateg
ies
to c
ritic
ally
eva
luat
e st
u-de
nt a
nd p
rofe
ssio
nal w
ritin
g an
d of
fer
cons
truc
tive
sugg
estio
ns fo
r im
prov
emen
t
His
tory
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Dem
onst
rate
an
unde
rsta
ndin
g of
mes
sage
by
tran
spos
ing
a w
ork
of a
ny g
enre
from
adi
ffere
nt h
isto
rical
per
iod
into
a s
tyle
mor
eap
prop
riate
for
toda
y's
audi
ence
s 2 1.
.1
LEV
EL
TH
RE
E
Rel
ate
liter
ary
hist
ory
to o
ther
for
ms
of h
isto
ryan
d de
mon
stra
te a
n un
ders
tand
ing
of th
ente
-gr
atio
n of
the
hum
an e
xper
ienc
e
Show
a b
asic
und
erst
andi
ng o
f se
man
tics,
lin-
guis
tics
and
etym
olog
y as
they
aff
ect w
ritin
g
Rec
ogni
ze th
e ra
nge
of h
isto
rica
l and
cur
rent
conn
otat
ions
of
wor
ds in
a h
isto
rica
l per
spec
-tiv
e
Dem
onst
rate
a k
now
ledg
e of
lite
ratu
re f
rom
ava
riet
y of
cul
ture
s, p
ast a
nd p
rese
nt, a
nd h
oww
ritin
g re
flec
ts ti
me
and
plac
e th
roug
h a
mul
-tit
ude
of s
tyle
s an
d ge
nres
Com
pa r
e ph
iloso
phie
s an
d cu
lture
s fr
omar
ound
the
wor
ld in
a v
arie
ty o
f tim
e pe
riod
sto
cur
rent
life
sty
les
and
way
s of
thin
king
or
perc
eivi
ng th
e w
orld
Res
pond
thro
ugh
wri
ting
to in
flue
nces
of
di-
vers
e pe
ople
s an
d cu
lture
s an
d th
e re
latio
n-sh
ip b
etw
een
wor
ld e
vent
s an
d th
e w
ritte
nw
ord
Iden
tify
new
tren
ds a
nd to
pics
in w
ritte
n ex
-pr
essi
on
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Rec
ogni
ze a
nd r
eact
to v
ario
us th
emes
in w
rit-
ing
thro
ugho
ut h
isto
rym
an's
rel
atio
nshi
pto
nat
ure,
to s
upre
me
bein
gs, t
o hi
mse
lf a
ndto
soc
iety
and
oth
er in
divi
dual
s
Ana
lyze
pro
fess
iona
l rev
iew
s of
art
istic
pro
-du
ctio
ns a
s to
cri
teri
a fo
r ev
alua
tion
and
reco
gniti
on o
f qu
ality
Cri
tique
lite
rary
wor
ks f
or q
ualit
ies
whi
ch a
p-pe
al to
all
ages
and
cul
ture
sand
for
eff
ectiv
e-ne
ss o
f m
essa
ge f
or a
ppro
pria
te a
udie
nces
Com
pare
/con
tras
t the
wor
ks o
f on
e or
sev
eral
wri
ters
, art
ists
, mus
icia
ns o
r pl
ayw
righ
ts f
ordi
ffer
ence
s in
sty
le a
nd v
oice
, dem
onst
ratin
ga
know
ledg
e of
tech
niqu
es u
sed
to p
rodu
ceth
ose
wor
ks
Pro
duct
ion
By
com
plet
ion
of g
rade
twel
ve, s
tude
nts
will
:
Dem
onst
rate
pro
fici
ency
in w
ritin
g na
rrat
ive,
expo
sitiv
e, d
escr
iptiv
e, a
rgum
enta
tive,
ex-
pres
sive
and
per
suas
ive
essa
ys o
r ot
her
as-
sign
men
ts
'Ana
lyze
thro
ugh
wri
tten
form
how
lite
rary
de-
vice
s (c
hara
cter
, plo
t, th
eme,
sty
le, s
ettin
g,po
int o
f vi
ew)
are
effe
ctiv
e in
pro
duci
ng a
mes
sage
and
how
they
rel
ate
to p
erso
nal e
x-pe
rien
ce
Show
adv
ance
d sk
ill in
wri
ting
as a
pro
cess
:se
lect
ing
a to
pic,
det
erm
inin
gaud
ienc
e, li
mit-
ing
and
orga
nizi
ng in
form
atio
n/id
eas,
de-
velo
ping
a f
irst
dra
ft, r
evis
ing
and
polis
hing
,an
d co
mpo
sing
a c
oher
ent e
ssay
for
app
ropr
i-at
e au
dien
ces
Perc
eive
of
wri
ting
as a
n ex
tens
ion
of r
eadi
ngan
d sp
eaki
ng s
kills
, to
be u
sed
acro
ss th
ecu
rric
ulum
, usi
ng w
ritin
g to
lear
n an
d to
form
ulat
e an
d ex
pres
s lif
e va
lues
'Com
pile
and
use
a w
rite
r's n
oteb
ook
or p
ortf
o-lio
in w
hich
to p
lace
idea
s fo
r w
ritin
g,vo
cabu
lary
, fee
lings
abo
ut w
ritin
g an
d pr
o-du
ced
wri
tings
, im
pres
sion
s, p
oten
tial t
opic
s,et
c.
'Sho
w s
kill
in c
ompa
ring
and
con
tras
ting
topi
csan
d id
eas,
infe
rrin
g an
d dr
awin
g lo
gica
lco
nclu
sion
s, a
bilit
y to
ana
lyze
and
ela
bora
te,
synt
hesi
ze a
nd h
ypot
hosi
ze s
how
ing
reas
on-
215
216
Page
E-9
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-1
0
LEV
EL
TH
RE
E
ing,
cre
ativ
e an
d cr
itica
l thi
nkin
g sk
ills,
logi
cnd
pro
blem
sol
ving
to a
rriv
e at
con
clus
ions
and
mak
e ju
dgem
ents
Dis
tingu
ish
betw
een
conc
rete
and
abs
trac
t ide
asas
wel
l as
subj
ectiv
e an
d ob
ject
ive
poin
ts o
fvi
ew
Cri
tique
and
rec
ogni
ze b
ias,
pro
paga
nda,
ste
-re
otyp
ing
and
emot
iona
l app
eals
Dis
tingu
ish
betw
een
fact
and
opi
nion
in p
er-
sona
l wri
ting
and
liter
atur
e st
udie
d
Exp
and
sent
ence
var
iety
and
sel
ect a
ppro
pri-
ate
dict
ion,
voc
abul
ary
and
voic
e fo
r au
then
ticau
dien
ces,
dev
elop
ing
a pe
rson
al w
ritin
gst
yle
Cha
nge
poin
t of
view
or
hist
oric
al /g
eogr
aphi
-ca
l set
ting
in a
lite
rary
wor
k an
d w
rite
the
expe
rien
cefr
om a
noth
er p
ersp
ectiv
e or
inan
othe
r ge
nre
Use
gro
up a
nd in
divi
dual
str
ateg
ies
to d
is-
cove
r an
d ge
nera
te id
eas,
usi
ng th
inki
ng,
liste
ning
and
spe
akin
g sk
ills
in th
e pr
oces
s of
com
posi
ng
Publ
ish
in s
ome
form
exa
mpl
es o
f pe
rson
alw
ritin
g fo
r a
vari
ety
of a
udie
nces
, sho
win
g
217
prof
icie
ncy
in m
eetin
g th
e in
tere
sts
and
need
sof
the
audi
ence
wor
k w
ith p
ublis
hed
wri
ters
in d
evel
opin
gw
orks
and
ref
inin
g th
e w
ritin
g pr
oces
s-s
how
impl
emen
tatio
n of
inte
grat
ed c
urri
cu-
lum
by
illus
trat
ing
such
pub
lishe
d w
orks
with
gra
phic
s an
d ar
t wor
k an
d m
athe
mat
i-ca
l pri
cipl
es o
f la
yout
and
des
ign
exhi
bit i
nvol
vem
ent w
ith c
omm
unity
ent
ities
in p
ublis
hing
and
mar
ketin
g st
uden
t wor
kto
app
ropr
iate
aud
ienc
es
Exp
lore
and
dis
cove
r m
eani
ng in
per
sona
l ex-
peri
ence
s, id
eas
and
feel
ings
thro
ugh
pers
onal
narr
atio
n, f
orm
al a
nd in
form
al e
ssay
s, d
ra-
mat
ic a
nd p
oetic
pro
duct
ions
, bio
grap
hy a
ndau
tobi
ogra
phy,
jour
nalis
tic p
rodu
ctio
n, le
t-te
rs o
f ap
plic
atio
n/pe
rsua
sion
/fri
ends
hip,
pers
onal
and
cul
tura
l his
tori
es a
nd r
esum
es,
revi
ews
and
rese
arch
pro
ject
s
Exh
ibit
fam
iliar
ity w
ith s
choo
l, ci
ty, c
ount
y,st
ate
and
colle
ge li
brar
ies
and
thei
r va
riou
sre
sour
ces
in u
tiliz
ing
the
rese
arch
pro
cess
as
a pa
rt o
f w
ritin
g
-sho
w a
dvan
ced
skill
in u
sing
refe
renc
eso
urce
s, in
clud
ing
elec
tron
ical
ly-a
cces
sed
li-br
arie
s an
d te
chno
logy
ava
ilabl
e, to
gat
her
info
rmat
ion
and
synt
hesi
ze it
as
requ
ired
-gat
her
info
rmat
ion
from
bot
h pr
imar
y an
dse
cond
ary
sour
ces,
rep
ortin
g in
form
atio
nth
roug
hquo
tatio
ns, p
reci
s an
d pa
raph
rase
,ci
ting
sour
ces
-com
preh
end
educ
atio
nal t
extb
ooks
and
ref
-er
ence
mat
eria
ls, r
ewri
ting
as a
ppro
pria
tein
one
's o
wn
wor
ds a
nd a
ckno
wle
dgin
gcr
edit
as a
ppro
pria
te, u
sing
sty
lebo
ok a
sid
entif
ied
by in
stru
ctor
-use
tech
nolo
gy to
sto
re a
nd r
etri
eve
info
rma-
tion,
util
ize
conc
epts
of
data
base
man
age-
men
t, or
gani
ze r
esea
rch
and
use
avai
labl
ete
chno
logy
for
info
rmat
ion
reso
urce
s
Dev
elop
com
pute
r-pr
oduc
ed r
epor
ts a
nd o
ther
wor
ks f
or b
oth
lang
uage
art
s an
d ot
her
disc
i-pl
ine-
area
cla
sses
dem
onst
ra ti
ng p
rofi
cien
cyin
man
ipul
atin
g w
ord
proc
essi
ng c
apab
ili-
ties
of a
com
pute
r
Prod
uce
a pl
ay, v
ideo
, bro
adca
st o
r ot
her
pro-
duct
ion
base
d on
a w
ritte
n sc
ript
com
bini
ngth
e el
emen
ts o
f w
ritin
g ne
cess
ary
for
that
part
icul
ar v
isua
l pro
duct
ion
Proj
ect p
ossi
ble
tren
ds in
car
eer
oppo
rtun
ities
and
how
to b
est p
repa
re to
dev
elop
per
sona
lta
lent
s an
d ab
ilitie
s to
mee
t tho
se o
ppor
tuni
-tie
s in
a w
ritte
n an
alys
is
218
Lite
rary
art
glo
ssar
yA
LL
EG
OR
YU
sing
sym
bolic
fic
tiona
l cha
ract
els
and
ac-
tions
of
trut
h or
gen
eral
izat
ions
abo
ut h
uman
exi
sten
ce.
AL
LU
SIO
NH
intin
g to
or
impl
ying
thro
ugh
indi
-re
ct r
efer
ence
.
AU
TO
BIO
GR
APH
Y T
he s
tory
of
one'
s lif
e w
ritte
nby
one
's o
wn
self
.
BIO
GR
APH
Y A
n ac
coun
t of
a pe
rson
's li
fe w
ritte
nby
ano
ther
per
son.
CO
NN
OT
AT
ION
Sugg
estin
g m
eani
ng b
y us
ing
aw
ord.
EL
EM
EN
TSO
F L
ITE
RA
TU
RE
Bas
ic e
lem
ents
of li
t-er
atur
e in
clud
e ch
arac
ters
, plo
t, se
tting
, the
me
and
imag
ery.
ESS
AY
A s
hort
, per
sona
l lite
rary
com
posi
tion
of a
nan
alyt
ical
or
inte
rpre
tive
natu
re.
110N
--L
itera
ture
that
is w
ritte
n ba
sed
on th
eau
thor
's im
agin
atio
n.
FOR
ESH
AD
OW
IN
G T
o im
ply
that
a s
ituat
ion
will
com
e ab
out b
efor
e it
actu
ally
take
s pl
ace.
GE
NE
RA
LIT
IESS
tate
men
ts w
hich
are
vag
ue a
ndto
tally
app
licab
le.
AP
PE
ND
IX A
GE
NR
ET
he c
a te
gory
of
artis
tic, m
usic
al, o
r lit
erar
yco
mpo
sitio
n w
hich
is c
hara
cter
ized
by
a pa
rtic
ular
styl
e, f
orm
or
cont
ent.
IMA
GE
A m
enta
l pic
ture
of
som
ethi
ng n
ot a
ctua
llypr
esen
t.
INFE
RE
NC
E -
To
conc
lude
by
reas
onin
g fr
om s
ome-
thin
g kn
own
or a
ssum
ed.
IRO
NY
Exp
ress
ion
in w
hich
the
inte
nded
usa
ge o
fth
e w
ords
is th
e op
posi
te o
f th
eir
usua
l sen
se.
LIN
GU
IST
ICS
The
sci
ence
or
stud
y of
lang
uage
.
LIT
ER
AL
LE
VE
L F
ollo
win
g th
e ex
act a
nd m
ost b
asic
sens
e of
the
orig
inal
tran
slat
ion.
ME
TA
PHO
RA
fig
ure
of s
peec
h in
whi
ch o
ne th
ing
is s
poke
n of
as
if it
wer
e an
othe
r.
NA
RR
AT
IVE
A s
tory
or
an a
ccou
nt o
f so
met
hing
.
NO
N-F
ICT
ION
A p
ice
of li
tera
ture
bas
ed o
n fa
ct.
PAR
APH
RA
SET
he r
ewor
ding
of
the
mea
ning
of
som
ethi
ng s
poke
n or
wri
tten.
PER
SON
IFIC
AT
ION
To
thin
k or
of
or r
epre
sent
an
obje
ct a
s a
pers
on.
SEM
AN
TIC
SThe
stu
dy o
f th
e de
velo
pmen
t and
chan
ges
of th
e m
eani
ngs
of w
ords
.
SIM
ILE
A f
igur
e of
spe
ech
in w
hich
two
thin
gs a
reco
mpa
red
usin
g "l
ike"
or
"as"
.
SYM
BO
LSo
met
hing
that
rep
rese
nts
an o
bjec
t as
ape
rson
.
TH
ESI
SA p
ropo
sitio
n de
fend
ed in
arg
umen
t.
TO
NE
The
sty
le o
r ch
arac
ter
of a
wri
tten
wor
k.
TO
PIC
SE
NT
EN
CE
The
sub
ject
sen
tenc
e of
wri
tten
wor
k.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mLI
TE
RA
RY
AR
TS
219
220
Pag
e E
-11
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-1
2
Lite
rary
art
eva
luat
ion
Eva
luat
ion
is o
ne m
etho
d by
whi
chth
e ef
fect
iven
ess
of a
lite
rary
art
spr
ogra
m c
an b
e as
sess
ed. E
very
scho
ol is
acc
ount
able
for
its
own
liter
ary
arts
pro
gram
, and
eva
lua-
tion
is a
met
hod
of ju
stif
ying
its
impo
rtan
ce a
nd s
ucce
ss. B
y as
sess
-in
g th
e kn
owle
dge
of e
ach
indi
-vi
dual
stu
dent
, a te
ache
r ca
n be
tter
eval
uate
his
or
her
prog
ram
. The
eval
uatio
n sa
mpl
es w
hich
fol
low
dem
onst
rate
way
s to
insu
re th
atea
ch s
tude
nt u
nder
stan
ds h
is o
rhe
r lit
erar
y ar
ts m
ater
ial.
221_
AP
PE
ND
IX B
222
BE
ST
CO
PY
AV
AIL
AB
LE
Ass
essm
ent/e
valu
atio
nPr
oduc
e a
wor
k fr
om a
wri
tten
scri
pt f
or a
udie
nce
eval
ua-
tion/
anal
ysis
.
2. V
iew
a v
ideo
or
liste
n to
a ta
ped
vers
ion
of s
uch
a w
ork
for
pers
onal
/pee
r/in
stru
ctor
eva
luat
ion
of e
ffec
tiven
ess.
3. L
earn
ski
lls o
f ho
listic
sco
ring
to a
naly
ze e
ffec
tiven
ess
ofvo
ice,
sty
le, m
echa
nics
and
mes
sage
.
4.R
eact
to p
erso
nal w
ritin
g ex
ampl
es in
a p
ortf
olio
as
to w
hat
was
lear
ned
and
achi
eved
thro
ugh
the
wri
ting
proc
ess
and
as to
why
sam
ples
wer
e se
lect
ed f
or in
clus
ion.
5. U
se c
ompu
ter
spel
l-ch
ecks
and
sim
ila r
dev
ices
for
acc
urac
yof
wor
d-pr
oces
sed
prod
uctio
n.
6. S
hare
wri
tten
wor
k w
ith p
eer
revi
ew g
roup
s fo
r ef
fect
ive-
ness
of
inte
ntio
n, o
rgan
izat
ion
and
effe
ctiv
enes
s of
mes
sage
.
7. S
ubm
it jo
urna
ls a
nd o
ther
for
ms
of p
erso
nal n
arra
tion
for
inst
ruct
or r
eact
ion
and
poss
ible
pub
licat
ion.
8.Pr
epar
e to
con
fere
nce
with
trai
ned
pers
onne
l to
eval
uate
prog
ress
dur
ing
the
wri
ting
proc
ess.
9.C
olle
ct w
ritte
n st
uden
t rea
ctio
ns to
spe
ech/
deba
te/th
eatr
i-ca
l eff
orts
for
str
engt
hs a
nd w
eakn
esse
s of
pre
sent
atio
n.
!O. D
evel
op a
cla
ss p
rodu
ced
prof
ile o
f sk
ills
to b
e m
aste
red
for
vari
ous
type
s of
wri
ting.
M1
Wyo
tnin
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
223
BE
ST
CO
PY
AV
AIL
AB
LE22
4Pa
ge E
-13
-kr
Op
0.
High School Poetry EvalualionSample
By Norleen Healy
For individual oral discussion of poetry:
1. Give a brief biography of poet.
2. Read poem aloud.
3. Paraphrase literal level.
4. Analyze persona.
5, Talk about figurative level, if appropriate.
6. Determine what you see the purpose of poem is.SUPPORT YOUR IDEAS.
7. Point out poetic devices used, such as figures of speech,images, symbols, tone or irony.
8. Relate the poem's purpose to other poetry we've discussed orto any other literature in general.
9. Talk about your response to poem.
10. Be prepared to deal with questions and/or comments from class.
NOTE: You may include any other elements in your discussion which willhelp our understanding and appreciation of the poem. Pictures and musicmay be used. Be creative!
225
CRITERIA FOR EVALUATING ESSAYS
By Jerry WilsonBig Piney Middle School
The following criteria will be used to mark essays worth 10 points.The criteria are inclusive and build upon each other.
0 No effort.
5 An attempt was made but the generalization was either vague orinvalid. Supporting details are confusing. If a correct response is offered it is
incorrectly phrased and the details do not apply.
6 An appropriate general answer. Words may be confusing and thestructure of the sentences may be weak.
7 A correct generalization has been written with some support.Sentences are used appropriately.
8 A correct generalization has been supported with valid detail. Names ofthe characters, places and stories are correct. The sentences are clear and errorsdo not confuse the reader.
9 The generalization is supported by specific, accurate and valid details fromthe text. The writer has thoroughly covered the points from the text.
10 A concise generalization supported by specific, accurate and valid detailsfrom the text. Evidence of original thinking is present which is logically supported.
In some cases, these criteria may not apply. For instance, if you are asked to supply
a definition, or if a question is only worth a fraction of the 10 points, then these criteria
would not be used.
226
r
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-1
6
The
purp
ose
ofa
port
folio
By
Jerr
y W
ilson
Big
Pin
ey M
iddl
e Sc
hool
Inst
ruct
iona
lly, w
ritin
g po
rtfo
lios
colle
ct s
tude
ntw
ritin
g co
mpl
eted
ove
r a
peri
od o
f tim
e. P
ortf
olio
asse
ssm
ent,
unlik
e tim
ed a
sses
smen
ts a
ndst
anda
rdiz
ed te
sts,
can
sho
w r
ange
and
dep
th in
ast
uden
t's w
ork.
Ins
tead
of
taki
ng a
sna
psho
t 01
stud
ent p
rogr
ess,
par
ents
and
teac
hers
can
ana
lyze
to d
eter
min
e gr
owth
and
ach
ieve
men
t.
Port
folio
s ca
n be
use
d to
incr
ease
the
stud
ents
're
spon
sibi
lity
for
eval
uatin
g th
eir
own
wor
k, to
enco
mpa
ss a
wid
ery
iew
of
wha
t is
actu
a Il
y te
amed
in a
cla
ss, t
o sh
ow th
e pr
oces
ses
used
in d
evel
opin
ga
piec
e of
wri
ting,
and
to s
how
how
a s
tude
nt's
poin
t of
view
or
pers
pect
ive
is d
evel
opin
g.Po
rtfo
liosa
rean
exte
nsio
nof
inst
ruct
ion,
and
unlik
ete
sts,
ref
lect
a s
tude
nt's
wor
k de
velo
ped
over
alo
ng p
erio
d of
tim
e. W
hen
wri
ting
inst
ruct
ion
cent
ers
arou
nd a
pro
cess
ap
proa
ch,
por
tfol
ios
bette
rre
pres
ent t
he p
rodu
cts
of s
tude
nt le
arni
ng.
Ast
hepo
rtfo
lio h
as e
volv
ed o
ver
the
last
flv
eyea
rs,
it is
now
bei
ng s
een
as a
n ev
alua
tion
proc
ess
whi
chca
n de
mon
stra
te s
tude
nts'
gro
wth
in w
ritin
g. I
nPr
ojec
t AR
TS
PRO
PEL
the
port
folio
's u
niqu
ech
arac
teri
stic
s "g
athe
r w
hat w
e ha
ve c
ome
to c
all
biog
raph
ies
of w
orks
, a r
ange
of
wor
ks, a
ndre
flec
tions
"(W
olf,
198
9, p
.37)
. In
Wol
f's u
se o
f th
ete
rms
"bio
grap
hies
of
wor
ks",
"ra
nge
of w
orks
",an
d "r
efle
ctio
ns"
she
expl
aine
d th
at "
biog
raph
ies
or w
orks
" re
pres
ente
d th
e si
gnif
ican
t ele
men
ts o
fth
e pr
oces
s w
hich
wen
t int
o w
ritin
g th
e pi
ece;
a"r
ange
of
wor
ks"
repr
esen
ted
the
dive
rsity
of
wor
kst
uden
ts h
ad d
one;
and
"re
flec
tions
" re
ferr
ed to
thes
tude
nt's
desc
ript
iono
f w
hat w
asc_
hara
cter
istic
in th
e w
ritin
g an
d th
at h
ad c
hang
ed o
ver
time
inth
e pi
eces
.
Ere
sh (
1990
), th
e D
irec
tor
of th
e D
ivis
ion
of W
ritin
gan
d Sp
eaki
ng in
Pitt
sbur
gh P
ublic
Sch
ools
at t
hesi
te o
f A
rts
PRO
PEL
, em
phas
ized
that
por
tfol
ios
area
way
for
stu
dent
s to
eng
age
in a
pro
cess
of
self
-d
isco
very
sin
ce "
stud
ents
are
led
to b
ecom
ing
self
-cr
it ic
s, o
bser
vers
, inv
estig
ator
s of
thei
r ow
n w
ritin
g"(E
resh
, 199
0, p
.7)
She
indi
cate
d th
at p
ortf
olio
s m
ayhe
lp to
cla
rify
pro
blem
s de
alin
g w
ith a
sses
smen
tan
d cu
rric
ulum
alig
nmen
t. T
hepr
oces
s of
def
inin
g
wha
t goe
s in
to a
por
tfol
io m
ay b
e as
hel
pful
for
the
dist
rict
by
caus
ing
them
to c
lari
fy th
e si
gnif
ican
tcu
rric
ulum
out
com
es, a
s as
sess
ing
the
port
folio
prod
ucts
them
selv
es.
Prim
arily
, por
tfol
iosd
emon
stra
te g
row
th in
stud
ent
wri
ting.
The
por
tfol
io a
llow
s te
ache
rs a
nd s
tude
nts
the
oppo
rtun
ity to
ass
ess
the
wor
k. A
naly
tic s
cale
sca
n be
dev
elop
ed to
ass
ess
the
wri
ting
and
tope
rmit
stud
ents
to e
xhib
it co
mpe
tenc
ies
with
inth
eir
wor
k. R
efle
ctiv
e w
ritin
g st
uden
ts in
clud
e in
the
port
folio
can
pro
vide
sel
f ev
alua
tion.
Ere
sh, J
.T. (
1990
). "
Port
folio
ass
essm
ent a
s a
mea
nsof
sel
f-di
rect
ed le
arni
ng."
A p
aper
pre
sent
ed a
t the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssoc
iatio
nA
nnua
l Con
fere
nce
at B
osto
n, M
A o
n A
pril
19,
1990
.
Wol
f, D
.P. (
1989
) "P
ortf
olio
ass
essm
ent:
sam
plin
gst
uden
t wor
k".
Edu
catio
nal L
eade
rshi
p, 4
6, (
7), 3
5-39
. 228
BE
ST
CO
PY
AV
AIL
AB
LE
Peer Feedback
Questions for Giving Written Feedback on a Student Essay
Developed by Rick KempaWestern Wyoming College
Instructions (Read Carefully)
First read over this page, then read the essay, in an uncritical way, just to experienceit. Then review these questions, take them to the essay, one by one, and make writtenresponses.
Say as much as you can Yes and no answers are not helpful. Believe that yourcomments can make a difference. They can. Say what you think and feel about the essay.Don't worry about saying the wrong thing or about hurting the writer's feelings. If tworeaders say, "I'm not sure, but..." about the same point, that's something the writer canreally use.
Remember that critical feedback does not just mean "criticizing." Say what you likeabout the essay as well.
Also, and most importantly, try to be creative in your feedback. Try to comment onwhat's not there, to give the writer some ideas that he/she has not yet come up with.
The written evaluations will be given back to the writer, so he or she can use them inrevising the essay.
Think about the essay in terms of each of these questions:
1. What did you like best about the essay? Which part was described most vividly?
2. Point out placer where you have trouble understanding, where you need or wouldlike more information, where you see gaps.
3. Memorable writing is vivid writing, where the writer succeeds in putting sharpimages, or work-pictures, in our heads. Where would you like more vivid descriptionsof person or place, or more specific examples of a general point?
4. a) State what you think is the writer's point or points in the essay (whether or notthe point is stated).
b) Try hard to help the writer expand on this. What else might the essay mean orsuggest to you? What reflections does the essay prompt in you?
5. Can you comment on the essay's organization? Can you suggest any otherarrangementof the parts that might help make the writer's points more visible?
6. Comment on the beginning of the essay. Did it capture you interest, make you wantto read on? Give one other idea on how the essay could begin.
7. Comment on the end of the essay. Is there any way to improve it? Is it too obvious?Does it end too soon for you? (What more would you like to know before the essayends?)
229
Guidelines for Giving Written Feedbackon Another Students Essay about a Story of Poem
Developed by Rick Kempa
Western Wyoming College
Exchange rough drafts of your essay with another student in class. Using this sheetas a guide, prepare written comments that the writer may use in revision.
For this feedback session to wo rk, you have to tell yourself that what you say can makea difference. If you respond to the writer's essay as fully and as honestly as you can, someof what you will say will surely be useful.
Don't worry about giving "bad advice;" don't withhold comments because you're"not sure about them." (You might preface some comments with, "I'm not sure, but Ithink...") It's hard to hurt a writer with Thad feedback," for writers usually have goodinstincts; they'll use what they can from what you say, and discard the rest. Say as muchas you can
If you are doing this in class, skip"A;" you don't have to do all the questions in order.Read all the questions, pause to think, and begin by saying the most important things.
If you are doing this critique at home, address all the questions.
When you are done with your responses, return them to the writer of the essay.
A) Read the story/poem(s) on which the essay is based, and refresh yourself with thejournal entry you made at that time.
B) Read the essay, read these questions, and then bring these questions to the essay, oneat a time. Make your written responses as full as possible, so that the writer can usethem later, while he/she is revising.
1) What parts of the essay do you particularly like?
2) What parts of the essay are you not sure of? (Are there any parts where the writerseems to be pointlessly wandering? Or when you're not sure why he's tellingyou something?
3) Identify what you think is the writer's main point about the story /poem(s), andparaphrase it (put it into your own words). Or if the writer's various thoughtshaven't yet come together to make a point, can you help him gather them?
4) At this point, revisit the story /poem(s) with the writer's thesis in mind. Can youhelp the writer by clarifying, contradicting, or expanding on his main point?
5) Comment on whether the writer's main point is stated prominently enough (inthe thesis area) and developed in the essay's successive paragraphs. Try tosuggest a way to strengthen this framework
6) What else do you see in the story / poem (s) that the writer hasn't mentioned? Sayas much as you can.
a
1
Usi
ng p
ictu
re b
ooks
AP
PE
ND
IX B
..
.in
the
liter
ary
arts
cla
ssro
om (
grad
es 5
-9)
By
Ros
emar
y G
. Pal
mer
Why
use
pic
ture
boo
ks in
lite
rary
art
s?
Can
eva
luat
e lit
erat
ure
usin
g el
emen
ts o
ffic
tion
Can
tie
all l
angu
age
arts
are
as (
read
ing,
writ
ing,
spe
akin
g an
d lis
teni
ng)
toge
ther
ina
smal
l am
ount
of t
ime
and
in a
con
cise
man
ner.
Can
app
reci
ate
beau
ty o
f lan
guag
e w
ell-
writ
ten
(sel
ecte
d w
ords
, fig
urat
ive
lang
uage
)C
an u
se a
s w
ritin
g m
odel
s in
the
clas
sroo
mH
elps
incr
ease
com
preh
ensi
onH
elps
sha
rpen
list
enin
g sk
ills
Hel
ps d
evel
op fl
uenc
y an
d ex
pres
sion
thro
ugh
oral
rea
ding
Hel
ps p
oore
r re
ader
s fin
d su
cces
s
I low
to te
ach
elem
ents
of f
ictio
n us
ing
read
ing,
writ
ing,
spe
akin
g an
d lis
teni
ng:
I.R
ead
pict
ure
book
s al
oud
to th
e cl
ass.
(se
e
sam
ple
list)
Let
stu
dent
s re
adbo
oks
sile
ntly
or
shar
e in
sm
all
othe
r pi
ctur
egr
oups
.
Exp
lain
to s
tude
nts
that
eve
ry s
tory
mus
tco
ntai
n a
setti
ng, c
hara
cter
s, p
lot w
ith a
pro
blem
and
a re
solu
tion.
Sin
ce th
ere
are
such
few
wor
ds in
a p
ictu
rebo
ok, e
very
wor
d co
unts
. An
auth
or o
f a p
ictu
rebo
ok c
aref
ully
sel
ects
eac
h w
ord.
2. B
egin
stu
dyin
g th
e el
emen
ts o
f fic
tion
with
asi
mpl
e st
ory
outli
ne:
(Cha
ract
ers)
Who
?(S
ettin
g)W
here
?(P
lot)
Sto
ry b
egin
s:(R
esol
utio
n) E
nd
Doi
ng w
hat?
Doe
s w
hat?
3. A
naly
ze s
ever
al p
ictu
re b
ooks
car
eful
ly.
Cho
ose
thos
e w
ith a
sim
ple
plot
and
onl
y on
epr
oble
m.
Exa
mpl
es: K
ING
BID
GO
OD
'S IN
TH
E B
AT
HT
UB
or
GH
CA
ST
'S H
OU
R o
rSP
OO
K'S
HO
UR
. Hel
p st
uden
ts fi
ll in
the
sim
ple
stor
y
outli
ne w
ith in
form
atio
n ab
out K
ING
BID
GO
OD
:
WH
O?
Kin
g B
idgo
od, t
he p
age,
peo
ple
of th
e co
urt
WH
ER
E?
In th
e ca
stle
, in
the
tub
DO
ING
WH
AT
? K
ing
sitti
ng in
tub,
pag
e ca
n't
get h
im o
utS
TO
RY
BE
GIN
S: P
age
calls
for
help
DO
ES
WH
AT
? P
eopl
e of
the
cour
t sug
gest
way
sto
get
kin
g ou
tE
ND
. Pag
e pu
lls th
e pl
ug; k
ing
clim
bs o
ut o
f tub
4. H
ave
stud
ents
rew
rite
the
KIN
G B
IDG
OO
Dst
ory
by c
hang
ing
som
e of
the
elem
ents
of f
ictio
n.G
ive
a st
uden
ts ty
ped
copy
of t
he s
crip
t so
they
can
imita
te th
e fo
rmat
, pun
ctua
tion
and
para
grap
hing
.
Hav
e st
uden
ts c
hang
e se
tting
and
/or
char
acte
rs: "
My
sist
er's
in h
er b
edro
om a
ndsh
e w
on't
com
e ou
t.")
Ret
ell t
he s
tory
from
ano
ther
cha
ract
er's
poi
ntof
vie
w, s
uch
as th
e qu
een
or d
uke.
5. H
ave
stud
ents
exa
min
e se
vera
l wor
dles
s
Wyo
min
g A
rts
Edu
catio
n C
urric
ulum
LIT
ER
AR
Y A
RT
S23
123
2P
age
E-1
9
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-2
0
AP
PE
ND
IX B
pict
ure
book
s. (
See
list
of s
ugge
sted
boo
ks.)
Insm
all g
roup
s or
indi
vidu
ally
, let
stu
dent
s w
rite
wor
ds fo
r th
e ill
ustr
atio
ns a
fter
com
plet
ing
sim
ple
outli
ne s
ugge
sted
in n
umbe
r tw
o. T
hete
ache
r m
ay in
trod
uce
this
act
ivity
by
help
ing
the
entir
e cl
ass
com
pose
wor
ds to
a w
ordl
ess
pict
ure
book
.
6. H
ave
stud
ents
thin
k of
the
elem
ents
of f
ictio
nby
filli
ng in
the
sim
ple
stor
y ou
tline
for
a pi
ctur
ebo
ok th
ey w
ill c
reat
e:
(Cha
ract
ers)
Who
?(S
ettin
g)W
here
?D
oing
Wha
t?(P
lot)
Sto
ry b
egin
s:D
oes
wha
t?(R
esol
utio
n) E
nd.
7.N
ext,
have
stu
dent
s m
ake
a m
ore
deta
iled
outli
ne o
f the
ir pi
ctur
e bo
ok:
Cha
ract
ers:
Who
will
be
in y
our
stor
y?S
ettin
g: W
hen
does
you
r st
ory
happ
en?
Whe
re?
Goa
l: W
hat i
s yo
ur m
ain
char
acte
r go
ing
toac
com
plis
h?H
ow is
you
r st
ory
goin
g to
end
?B
egin
ning
: How
doe
s th
e st
ory
begi
n?
Wha
t is
goin
g to
inte
rfer
e w
ith th
e m
ain
char
acte
r at
tain
ing
the
goal
?
Pro
blem
beg
ins.
Atte
mpt
#1
to r
each
goa
l: W
hat w
ill y
our
char
acte
r do
firs
t? W
hat i
s th
e ou
tcom
e?A
ttem
pt tt
2 to
rea
ch g
oal:
Wha
t doe
s yo
urch
arac
ter
do n
ext a
s a
resu
lt of
wha
tha
ppen
ed b
efor
e? W
hat i
s th
e ou
tcom
eno
w?
Atte
mpt
#3
to r
each
goa
l: W
hat h
appe
nsno
w?
End
ing:
How
doe
s th
e st
ory
end?
Doe
s th
em
ain
char
acte
r re
ach
the
goal
? H
ow d
oes
he o
r sh
e fe
el a
bout
it?
Res
olut
ion
ends
the
stor
y.
8. N
ow h
ave
stud
ents
writ
e a
roug
h dr
aft f
rom
thei
r ou
tline
.G
et th
e st
ory
dow
n qu
ickl
y on
pap
er.
Don
't w
orry
abo
ut m
echa
nics
Hav
e a
teac
her
conf
eren
ce
9.N
ext,
revi
se th
e ro
ugh
draf
tT
hink
of a
bet
ter
begi
nnin
g or
end
ing.
Use
mor
e cr
eativ
e w
ords
, sim
iles,
met
apho
rsan
d di
alog
ue.
Div
ide
the
sto-
y in
to p
ictu
re b
ook
page
s.E
xam
ine
othe
r pi
ctur
e bo
oks
to s
ee h
ow to
impr
ove.
10. H
ave
stud
ents
edi
t the
pic
ture
boo
ks b
yco
rrec
t gra
mm
ar, s
pelli
ng, p
unct
uatio
n.
11. W
rite
the
final
cop
y an
d ad
d ill
ustr
atio
ns.
Sugg
este
d Pi
ctur
e B
ooks
to U
se
1.Je
rem
y Is
n't H
ungr
y,B
arba
ra W
illia
ms,
E.P
.D
utto
n, N
ew Y
ork,
197
8.
2.Ja
ck in
the
Gre
en,
Alle
n A
tkin
son,
Cro
wn
Pub
lishe
rs, I
nc.,
New
Yor
k, 1
987.
3.R
umpe
lstil
tski
n,P
a u1
0. Z
el in
sky,
E.P
. Dut
ton,
New
Yor
k, 1
986.
4.T
he O
ld B
anjo
,D
enni
s H
asel
ey, M
acm
illan
,N
ew Y
ork,
198
6.
5.G
rand
fath
erT
wili
ght,
Bar
bara
Ber
ger,
Phi
lom
elB
ooks
, New
Yor
k, 1
984.
6.Su
gari
ng T
ime,
Kat
hryn
Las
ky, M
acm
illan
,N
ew Y
ork,
198
3.
7.O
wl M
oon,
Jane
Yol
en, P
hilo
mel
Boo
ks, N
ewY
ork,
198
7.
233
231
AP
PE
ND
IX B
8.K
ing
Bid
good
's in
the
Bat
htub
, Aud
rey
Woo
d,H
arco
urt B
race
, Jov
anov
ich,
New
Yor
k, 1
985.
9.G
ood
Dog
, Car
l, A
lexa
ndra
Day
, Gre
en T
iger
Pres
s, L
a Jo
lla, 1
985.
10. P
addy
to th
e R
escu
e, J
ohn
Goo
dall,
Ath
eneu
m,
New
Yor
k, 1
985.
11. T
he S
ecre
t in
the
Dun
geon
, Fer
nand
o K
rahn
,H
ough
ton
Mif
flin
, New
Yor
k, 1
983.
12. A
nno'
s Jo
urne
y, (
and
othe
r) M
itsum
asa
Ann
o,Ph
ilom
el B
ooks
, 197
8.
13. W
here
's M
y M
onke
y?, D
iete
r Sc
hube
rt, D
ial
Boo
ks f
or Y
oung
Rea
ders
, New
Yor
k, 1
987.
14. T
he I
slan
d of
the
Skog
, Ste
ven
Kel
logg
, Dia
lB
ooks
for
You
ng R
eade
rs, N
ew Y
ork,
197
3.
15. G
host
's H
our,
Spo
ok's
Hou
r, E
ve B
untin
g,C
lari
on B
ooks
, New
Yor
k, 1
987.
16. T
he M
yste
ries
of
Har
ris
Bur
dick
, Chr
is V
anA
Ils
burg
, Hou
ghto
n M
iffl
in, 1
984.
17. T
he P
ain
and
the
Gre
at O
ne, J
udy
Blu
me,
Bra
dbur
y Pr
ess,
Sca
rsda
le, N
ew Y
ork,
197
4.
18. H
awai
i is
a R
ainb
ow, S
teph
anie
Fee
ney,
Uni
v.of
Haw
aii P
ress
, 198
5.
19. E
zra
Jack
Kea
ts:
The
Sno
w D
ay, P
uffi
n B
ooks
, 196
2.G
oggl
es, M
acm
illan
, New
Yor
k 19
69.
Pete
r's C
hair
, Har
per
and
Row
, 196
7.A
pt. 3
, Mac
mill
an, N
ew Y
ork,
197
1.
20. P
aul G
oble
's b
ooks
21. T
he W
edne
sday
Sur
pris
e, E
ve B
untin
g, C
lari
onB
ooks
, New
Yor
k, 1
989.
Oth
er B
ooks
:
1.L
aura
Cha
rlot
te, K
athr
yn 0
. Gal
brai
th,
Philo
mel
Boo
ks, N
ew Y
ork,
199
0.
2. T
he S
care
d O
ne, D
enni
s H
asel
ey, F
rede
rick
Wa
me,
New
Yor
k, 1
983.
3. T
he T
wo
of T
hem
, Alik
i, G
reen
will
ow B
ooks
,N
ew Y
ork,
197
9.
4. S
torm
in th
e N
ight
, Mar
y St
olz,
Har
per
and
Row
, 198
8.
The
Hou
se o
n M
aple
St;e
et, B
onni
e Pr
yor,
Will
iam
Mor
row
and
Co.
, New
Yor
k 19
89.
6. T
oM T
hum
b, R
icha
rd J
esse
Wat
son,
Har
cour
tB
race
Jov
anov
ich,
New
Yor
k, 1
989.
7.W
alki
ng to
Sch
ool,
Eth
el T
urne
r,O
rcha
rd B
ooks
,19
89.
8.If
You
Wer
e a
Wri
ter,
Joa
n L
ower
y N
ixon
, Fou
rW
inds
Pre
ss, 1
988.
9.D
ad G
umm
it an
d M
a Fo
ot, K
aren
Wag
gone
r,O
rcha
rd B
ooks
, 198
9.
10. T
he A
uctio
n, J
an A
ndre
ws,
Mac
mill
an, 1
991.
11. T
he T
wo
of T
hem
, Alik
i, G
reen
will
ow, 1
979.
12. S
tina,
Len
a A
nder
sen,
Gre
enw
illow
, 198
9.
13. A
uror
a M
eans
Daw
n, S
cott
Tus
sell
Sand
ers,
Bra
dbur
y Pr
ess,
198
9.
14. S
ailin
g w
ith th
e W
ind,
Tho
mas
Loc
ker,
Dia
lB
ooks
, 198
6.
15. T
he P
otat
o M
an, M
egan
McD
onal
d, O
rcha
rdB
ooks
, 199
1.
16. F
ree
Fall,
Dav
id W
iesn
er, L
othr
op, L
ee a
ndSh
ephe
rd, 1
988.
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
m
235
LIT
ER
AR
Y A
RT
S23
6Pa
ge E
-21
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-2
2
Res
ourc
es:
loca
l, st
ate,
reg
iona
l and
nat
iona
lA
PP
EN
DIX
C
STA
TE
WID
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RG
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lish
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829
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John
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rfor
min
g A
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Was
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ton,
DC
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237
238
AP
PE
ND
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lA
rt E
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h11
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ana,
II
6180
1
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n, D
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earc
h C
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each
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and
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rsity
at A
lban
y SU
NY
Scho
ol o
f E
duca
tion
1400
Was
hing
ton
Ave
nue
Alb
any,
NY
122
22
Nat
iona
l Wri
ting
Proj
ect
5627
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man
Hal
lSc
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of
Edu
catio
nU
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rsity
of
Cal
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Ber
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y, C
A 9
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R P
ublic
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ox 7
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557
44
239
You
ng W
riter
s C
onte
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ound
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nP
O B
ox 6
092
McL
ean,
VA
221
06
Ref
eren
ce M
ater
ials
BO
OK
S A
ND
AR
TIC
LE
S
App
lebe
e, A
rthu
r, N
. Wri
ting
in th
eSe
cond
ary
Scho
ol: E
nglis
h an
d th
eC
onte
nt A
reas
. Urb
ana,
Ill.
: NC
TE
,19
81.
Atw
ell,
Nan
cy. I
n th
e M
iddl
e. E
xete
r,N
.H.:
Hei
nem
an, 1
987.
Bas
kill,
Jan
e &
Pau
lette
Whi
tman
.E
valu
atio
n: W
hole
Lan
guag
e, W
hole
Chi
ld. S
chol
astic
, Inc
,
Bri
tton,
Jam
es.
Lan
guag
e an
d L
earn
-in
g. N
ew Y
ork:
Pen
guin
Boo
ks, 1
972.
Cal
kins
, Luc
y M
cCor
mic
k. T
he A
rt o
fT
each
ing
Wri
ting.
Por
tsm
outh
, N.H
.;H
eine
man
n, 1
986.
Cas
sedy
, Syl
via.
In
You
r O
wn
Wor
ds:
A B
egin
ner's
Gui
de to
Wri
ting.
Har
per
Col
l inc
.
Cla
y, M
arie
. Wha
t Did
I W
rite
: Beg
in-
ning
Wri
ting
Beh
avio
r. P
orts
mou
th,
N.H
. Hei
nem
ann.
Coo
per,
Cha
rles
R. &
Lee
Ode
ll, e
ds.
Res
earc
h on
Com
posi
ng: P
oint
s of
De-
part
ure.
Urb
ana,
111
.: N
CT
E, 1
978.
Elb
ow, P
eter
.W
ritin
g w
ith P
ower
:T
echn
ique
s fo
r M
aste
ring
the
Wri
ting
Proc
ess.
New
Yor
k: O
xfor
d U
nive
rsity
Pres
s, 1
981.
Em
ig, J
anet
. The
Com
posi
ng P
roce
sses
of
Tw
elft
h G
rade
rs. U
rban
a, I
II.:
NC
TE
, 197
1.
Fra
nk, M
arjo
rie.
If y
ou're
tryi
ng to
teac
h ki
dsho
w to
wri
te, y
ou'v
e go
tta h
ave
this
boo
k!In
cent
ive
Publ
icat
ions
.
Fulw
iler
,Tob
y &
Art
You
ng,e
ds. L
angu
age
Con
nect
ions
: Wri
ting
and
Rea
ding
Acr
oss
the
Cur
ricu
lum
. Urb
ana,
Ill.
: NC
TE
, 198
2.
Ger
e, A
nne
Rug
gles
, ed.
Roo
ts in
tin
Saw
dust
:W
ritin
g to
Lea
rn A
cros
s th
eD
isci
plin
es. U
rban
a, 1
11.:
NC
TE
, 198
5.
240
Page
E 2
3
Wyo
min
g A
rts
Edu
catio
n C
urri
culu
mL
ITE
RA
RY
AR
TS
Page
E-2
4
AP
PE
ND
IX C
Goo
dman
, Ken
neth
, Yet
ta G
oodm
an &
Wen
dy H
ood.
The
Who
le L
angu
age
Eva
lu-
atio
n B
ook.
Por
tsm
outh
, N.H
. Hei
nem
ann.
Cra
ves,
Don
ald
H. W
ritin
g: T
each
ers
and
Chi
ldre
n at
Wor
k. E
xete
r, N
.H.:
Hei
nem
ann,
1983
.
Han
sen,
Jan
e.W
hen
Wri
ters
Rea
d.Po
rtsm
outh
, N.H
. Hei
nem
ann.
Hay
s, J
anic
e et
al.,
eds
. The
Wri
ter's
Min
d:W
ritin
g as
a M
ode
of T
hink
ing.
Urb
ana,
Ill.
:N
CT
E, 1
983.
Har
ste,
Jer
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242
Dep
artm
ent o
f E
duca
tion
Hat
haw
ay B
uild
ing
Seco
nd F
loor
2300
Cap
itol A
venu
eC
heye
nne,
Wyo
min
g 82
002-
0050
Wyo
min
g A
rts
Cou
ncil
2320
Cap
itol A
venu
eC
heye
nne,
Wyo
min
g 82
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243
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LK
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tage
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