Grade 3 Fine Arts NJSLS Standards

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing and responding to music.

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

Demonstrate how interests, knowledge and skills related to personal choices and intent when creating, performing and responding to music

Demonstrate how interests, knowledge, and skills related to personal choices and intent when creating, performing and responding to music.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts and daily life.

Create melodic, rhythmic and harmonic ideas for compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, as well as harmonization for given melodies.

Use standard notation and audio/video recording to document melodic, rhythmic and harmonic ideas for drafts of compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, as well as harmonization for given melodies.

Develop and apply criteria to critique, improve and refine drafts of compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, and harmonization for given melodies

Perform final versions of compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, as well as harmonization for given melodies, demonstrating technical skill in applying principles of composition, improvisation and originality.

Develop and apply criteria for selecting a varied collection of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces, improvisations and chordal accompaniments in a variety of styles.

Demonstrate and explain an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.

Develop and apply criteria to critique individual and small group performances of a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, as well as create rehearsal strategies to address performance challenges and refine the performances.

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).

Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of music and specified purpose and context.

Apply personally developed criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individual and small group musical selections for listening.

Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (e.g., personal, social, cultural), the setting of the text (when appropriate), and varied researched sources.

Explain how the analysis of the structures and context (e.g., social, cultural, historical) of contrasting musical selections informs the response.

Create melodic, rhythmic and harmonic ideas for a collection of compositions and improvisations in a variety of styles, as well as stylistically appropriate harmonization for given melodies.

Use standard notation and audio/video recording to document melodic, rhythmic and harmonic ideas for drafts of compositions and improvisations in a variety of styles as well as stylistically appropriate harmonization for given melodies.

Develop and apply criteria to critique, improve, and refine drafts of compositions and improvisations in a variety of styles, as well as stylistically appropriate harmonization for given melodies.

Perform final versions of a collection of compositions and improvisations in a variety of styles, as well as stylistically appropriate harmonization for given melodies, demonstrating technical skill in applying principles of composition, improvisation and originality.

Develop and apply criteria for selecting a variety of pieces for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Explain and present an understanding of the context (e.g., social, cultural, historical) and the creator’s intent in a varied collection of music for performance programs that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

Develop and apply criteria, including feedback from multiple sources, to critique varied collection of music for performance programs (e.g., melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles) selected for individual and small group performance, as well as create rehearsal strategies to address performance challenges and refine the performances.

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).

Select, describe and compare a variety of individual and small group musical programs from varied cultures, genres and historical periods.

Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personally developed and established criteria, personal decision making, and knowledge and understanding of context.

Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including references to other art forms

Demonstrate and justify how the structure functions within a variety of musical selections, and distinguish how context (e.g., social, cultural, historical) and creative decisions inform the response.

Create melodic, rhythmic and harmonic ideas for melodies over specified chord progressions or AB/ABA forms as well as two to three-chord accompaniments for given melodies.

Use standard notation and audio/video recording to document melodic, rhythmic and harmonic ideas for drafts of melodies over specified chord progressions or AB /ABA forms as well as two-to-three-chord accompaniments for given melodies.

Apply teacher or student-provided criteria to critique, improve and refine drafts of melodies over specified chord progressions or AB/ABA forms as well as two-to-three-chord accompaniments for given melodies.

Share final versions of melodies over specified chord progressions or AB/ABA forms as well as two-to-three-chord accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

Describe and demonstrate how a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments is selected, based on personal interest, music reading skills, identified technical challenges that need to be addressed, and the performance context.

Identify prominent melodic, harmonic, and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance, including some based on reading standard notation.

Demonstrate and describe an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces and chordal accompaniments

Apply teacher or student-provided criteria to critique individual performances of a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance. Identify practice strategies to address performance challenges and refine the performances.

Perform with expression and technical accuracy a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments, while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).

Explain the reasons for selecting music citing characteristics found in the music and connections to interest, purpose and context.

Explain the influence of experiences and contexts (e.g., personal, social, cultural) on interest in and the evaluation of a varied repertoire of music.

Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and the setting of the text (when appropriate).

Describe how the elements of music are manipulated and knowledge of the context (e.g., social, cultural) informs the response.

Create melodic, rhythmic and harmonic ideas for simple melodies as well as chordal accompaniments for given melodies.

Use standard notation or audio/video recording to document melodic, rhythmic and harmonic ideas for drafts of simple melodies as well as chordal accompaniments for given melodies.

Apply teacher or student-provided criteria to critique, improve and refine drafts of simple melodies as well as chordal accompaniments for given melodies.

Share final versions of simple melodies and chordal accompaniments for given melodies, demonstrating an understanding of how to develop and organize personal musical ideas.

Describe and demonstrate how a varied collection of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, technical skill, and the performance context.

Identify prominent melodic and harmonic characteristics in a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance, including some based on reading standard notation.

Demonstrate and describe an understanding of the context and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces and chordal accompaniments.

Apply teacher or student-provided criteria to critique individual performances of a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments selected for performance. Apply practice strategies to address performance challenges and refine the performances.

Perform with expression and technical accuracy a varied collection of music that includes melodies, repertoire pieces and chordal accompaniments, while demonstrating an understanding of the audience and the context.

Identify reasons for selecting music based on characteristics found in the music, connection to interest and purpose or context.

Identify and describe how interest, experiences and contexts (e.g., personal, social) effect the evaluation of music.

Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (e.g., personal, social), and the setting of the text (when appropriate).

Identify how knowledge of context and the use of repetition, similarities and contrasts inform the response to music.

Create melodic, rhythmic and harmonic ideas for improvisations, compositions (e.g., theme and variation, 12-bar blues), as well as three-or-more-chord accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).

Use standard notation and audio/video recording to document melodic, rhythmic and harmonic ideas for drafts of improvisations, compositions (e.g., theme and variation, 12-bar blues), as well as three-or-more- chord accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns)

Develop and apply criteria to critique, improve and refine drafts of improvisations, compositions (e.g., theme and variation, 12-bar blues), as well as three-or-morechord accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, fingerpicking patterns).

Perform final versions of improvisations, compositions (e.g., theme and variation, 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (e.g. arpeggio, country and gallop strumming, fingerpicking patterns), demonstrating technical skill in applying principles of composition, improvisation and originality.

Explain the criteria used when selecting a varied collection of music for individual or small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).

Identify and describe important theoretical and structural characteristics and context (e.g., social, cultural, historical) in a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).

Demonstrate and describe an understanding of the context (e.g., social, cultural, historical) and expressive intent in a varied collection of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns).

Develop and apply criteria to critique individual and small group performances of a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, fingerpicking patterns). Create rehearsal strategies to address performance challenges and refine the performances.

Perform with expression and technical accuracy, individually and in small groups, a varied collection of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country and gallop strumming, finger picking patterns), while demonstrating sensitivity to the audience and an understanding of the context (e.g., social, cultural, historical).

Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose and context.

Develop and apply teacher or student-provided criteria based on personal preference, analysis and context (e.g., personal, social, cultural) to evaluate individual and small group musical selections for listening.

Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (e.g., personal, social, cultural), the setting of the text (when appropriate), and outside sources.

Compare passages in musical selections and explain how the elements of music and context (e.g., social, cultural, historical) inform the response.

Novice

Performing

Proficient

Accomplished

Accomplished

Organizing and developing ideas.

Proficient

Intermediate

Selecting, analyzing and interpreting work.

Proficient

Intermediate

Advanced

Advanced

Advanced

Advanced

Applying criteria to evaluate products.

Intermediate

Intermediate

Advanced

Novice

Perceiving and analyzing products

Proficient

Novice

Intermediate

Intermediate

Relating artistic ideas and works within societal, cultural and historical contexts to deepen understanding

Accomplished

Accomplished

Novice

Accomplished

Accomplished

Novice

Advanced

Novice

Synthesizing and relating knowledge and personal experiences to create products.

Advanced

Developing and refining techniques and models or steps needed to create products.

Interpreting intent and meaning.

Proficient

Proficient

Intermediate

Proficient

Accomplished

Advanced

Accomplished

Creating

Proficient

Advanced

Intermediate

Intermediate

Novice

Novice

Generating and conceptualizing ideas.

Intermediate

Novice

Accomplished

Accomplished

Proficient

Accomplished

Advanced

Conveying meaning through art

Novice

Responding

Intermediate

Proficient

Refining and completing products.

Connecting

Proficient

Advanced

Novice

Demonstrate how interests, knowledge, and skills related to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Generate and improvise rhythmic, melodic and harmonic ideas, and simple accompaniment patterns and chord changes. Explain connection to specific purpose and context (e.g., social, cultural, historical).

Demonstrate developed musical ideas for improvisations, arrangements or compositions to express intent. Explain connection to purpose and context.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic and two-chord harmonic musical ideas.

Evaluate, refine and document revisions to personal music, applying collaboratively developed criteria, showing improvement over time and explaining rationale for changes.

Present to others final versions of personally and collaboratively created music that demonstrate craftsmanship. Explain connection to expressive intent.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge and context as well as the students’ technical skill.

Demonstrate an understanding of the structure and expanded music concepts (e.g., rhythm, pitch, form, harmony) in music selected for performance.

Analyze selected music by reading and performing using standard notation.

Explain how context (e.g., personal, social, cultural, historical) informs performances.

Convey creator's intents through the performers' interpretive decisions of expanded expressive qualities (e.g., dynamics, tempo, timbre, articulation/style).

Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performance.

Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time.

Perform music, alone or with others, with expression, technical accuracy and appropriate interpretation.

Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (i.e., social, cultural, historical).

Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context citing evidence from the elements of music.

Demonstrate and explain how the expressive qualities (e.g., dynamics, tempo, timbre, articulation) are used in performers’ and personal interpretations to reflect expressive intent.

Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.

Refining and completing products

Performing

Selecting, analyzing, and interpreting work.

Generating and conceptualizing ideas.

Connecting

Conveying meaning through art.

Interpreting intent and meaning.

Perceiving and analyzing products.

Creating

Organizing and developing ideas.

Synthesizing and relating knowledge and personal experiences to create products.

Developing and refining techniques and models or steps needed to create products.

Responding

Applying criteria to evaluate products.

Describe feelings and ideas evoked by a dance that are observed or performed and examine how they relate to personal points of view and experiences.

Use an inquiry base to investigate global issues, including climate change, expressed through a variety of dance genres, styles and cultural lenses.

Observe and describe how the movements of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.

Use a variety of stimuli (e.g., music, sound, text, objects, images, notation, experiences, observed dance, literary forms, natural phenomena, current news) to build dance content.

Solve multiple movement problems using the elements of dance to develop dance content.

Select a choreographic device to expand movement possibilities, create patterns and structures and develop a main idea. Use dance terminology to explain movement choices.

Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates non-verbally.

Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a dance study. Explain movement choices and revisions.

Document a dance-making experience through drawing, painting, writing, symbols, mapping, collaging, photo sequencing, photo captioning, video captioning, etc.

Perform planned and improvised movement sequences with increasing complexity in the use of space. Establish relationships with other dancers, increasing spatial awareness and design (e.g., diverse pathways, levels, patterns, focus, near/far).

Perform planned and improvised movement sequences with increasing complexity in the use of time/rhythm by accurately transferring rhythmic patterns from the auditory to the kinesthetic and responding immediately to tempo changes.

Perform planned and improvised movement sequences and dance combinations applying a variety of dynamics and energy (e.g., fast/slow, sharp/smooth, strong/gentle, tight/loose.)

Apply healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) essential for the dancer.

Recall joint actions, articulations and basic anatomical terms (e.g., muscles, bones, tendons, ligaments) as they relate to dance and apply basic kinesthetic principles (e.g., flexion/extension, inward/outward rotation). Track how basic body organs (e.g., lungs, heart, brain) respond to different intensities of dance movement.

Identify body organization. Demonstrate use of elongated spine and engage in release of tension from spine/shoulders.

Demonstrate increased flexibility, strength and endurance using a variety of bases of support (e.g., body shapes, levels, core).

Apply action vocabulary and execute specific codified movements from various styles/genres. Demonstrate, through focused practice and repetition, body part initiations and articulation of limbs and joints

Apply visualization, motor imagery and breath to enhance body mechanics and the quality of a movement skill.

Rehearse a dance to improve group awareness, unison movement, consistency, and attention to detail.

Dance for and with others in formal and informal settings. Identify and modify the main areas of a performance space and body movements using production terminology (e.g., stage left, stage right, center stage, upstage, downstage).

Manipulate a variety of technical elements, (e.g., costumes, lighting, sound, performance cues) to support the artistic intent of the dances

Describe recurring patterns of movement and their relationships to the meaning of the dance.

Compare and contrast qualities and characteristics to another dance genre or culture. Use basic dance terminology and elements of dance to describe the qualities and characteristics.

Interpret meaning or intent in a dance or phrase based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.

Develop an artistic criterion as it relates to the elements of dance in specific genres, styles, or cultural movement practices. Use dance terminology to describe, discuss and compare characteristics that make a dance communicate effectively.

Developing and refining techniques and models or steps needed to create products.

Organizing and developing ideas.

Conveying meaning through art.

Synthesizing and relating knowledge and personal experiences to create products.

Responding

Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.

Interpreting intent and meaning

Connecting

Performing

Selecting, analyzing, and interpreting work.

Refining and completing products.

Creating

Anchor Standard 7

Generating and conceptualizing ideas.

Interpreting intent and meaning

Use, examine and access internal and external resources to create media artworks, such as interests, knowledge and experiences.

Identify, examine and show how media artworks form meanings, situations and cultural experiences, such as news and cultural events.

Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).

Examine, discuss and interact appropriately with media arts tools and environments, considering safety, ethics, rules, and media literacy.

Generate ideas for media artwork, using a variety of tools, methods and/or materials.

Develop individual and collaborative artistic goals for media artwork using a variety of methods.

Connect media artwork to personal experiences and the work of others

Collaboratively form ideas, plans, and models to prepare for media artwork.

Model ideas and plans in an effective direction.

Brainstorm goals and plans for a media art audience.

Collaboratively form ideas, plans and models to prepare for media artwork.

Model ideas, plan in an effective direction.

Brainstorm goals and plans for a media art audience.

Construct and arrange various content into unified and expressive media arts productions.

Describe and apply principles such as movement, balance, contrast, and emphasis.

Explore how elements and components can be altered for clear communication and intentional effects, point of view, perspective, and refine media artworks to improve clarity and purpose.

Practice combining various academic arts, media forms, and content into unified media artworks such as animation, music, and dance.

Demonstrate understanding of combining a variety of academic, arts and content with an emphasis on coordinating elements into a comprehensive media artwork.

Create media artworks through integration of multiple contents and forms.

Develop and enact a variety of roles to practice foundational artistic, design, technical, organizational, and soft skills in producing media artworks.

Exhibit and develop critical and creative skills, such as inventing new content and expanding conventions, in addressing challenges within and through media arts productions.

Examine how tools and design thinking techniques can be used in standard and experimental ways in constructing media artworks.

Identify, explain and compare various presentation forms fulfilling the processes in distributing media artwork.

Identify and compare experiences and benefits of presenting media artworks.

Identify, describe, explain and differentiate how messages and meaning are created by components in media artworks.

Identify, describe, explain and differentiate how various forms, methods, and styles in media artworks affect and manage audience experience when addressing global issues including climate change.

Determine, explain and compare personal and group reactions and interpretations of a variety of media artworks, considering their personal and cultural perception, intention and context

Develop and apply specific criteria to evaluate media art works and production processes with developed criteria, considering context and artistic goals.

Selecting, analyzing and interpreting work.

Responding

Producing

Generating and conceptualizing ideas.

Synthesizing and relating knowledge and personal experiences to create products.

Developing and refining techniques and models or steps needed to create products.

Conveying meaning through art.

Refining and completing products.

Interpreting intent and meaning.

Perceiving and analyzing products.

Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.

Applying criteria to evaluate products.

Creating

Organizing and developing ideas.

Explain how drama/theatre connects oneself to a community or culture and identify the ways drama/theatre work reflects the perspectives of a community or culture.

Identify, respond to and investigate connections to global issues including climate change and other content areas in a dramatic/theatrical work.

Compare the drama/theatre conventions of a given time period with those of the present.

Create roles, imagined worlds and improvised stories in a drama/theatre work articulating the physical qualities of characters, visual details of imagined worlds, and given circumstances, of improvised stories in a drama/theatre work.

Imagine, articulate, and design ideas for costumes, props and sets that support the story, given circumstances, and characters in a drama/theatre work.

Imagine how a character's inner thoughts impact their actions and collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.

Devise original ideas for a drama/theatre work that reflect collective inquiry about characters, plots and their given circumstances.

Participate and identify defined responsibilities required to present a drama/theatre work informally to peers/audience and participate in the process.

Collaborate with peers to revise, refine, adapt and improve ideas to fit the given parameters of an improvised or scripted drama/theatre work through self and collaborative review.

Use and adapt sounds and movements in a guided drama experience.

Refine technical choices by creating innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Participate in, propose, and practice a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work.

Identify and utilize basic technical/design elements that can be used in drama/theatre work to demonstrate an understanding of the elements.

Describe and apply dramatic elements of dialogue, action, character emotion, and theme in the performance and/or creation of a drama/theatre work.

Physically and intellectually investigate how movement and vocal choices are incorporated and make meaning in drama/theatre work.

Practice drama/theatre work and share reflections individually and in small groups, and informally with an audience.

Identify, explain and demonstrate an understanding of both artistic choices and personal reactions made in a drama/theatre work through participation and observation.

Develop and implement a plan to evaluate drama/theatre work.

Analyze technical elements from multiple drama/theatre works and assess how the technical elements may support or represent the themes or central ideas of drama/theatre works.

Evaluate and analyze how a character’s choices and character's circumstances impact an audience’s perspective in a drama/theatre work.

Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work and justify responses to drama/theatre work based on personal experience.

Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

Identify and discuss physiological changes connected to emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.

Performing

Conveying meaning through art.

Synthesizing and relating knowledge and personal experiences to create products.

Relating artistic ideas and works within societal, cultural and historical contexts to deepen understanding.

Developing and refining techniques and models or steps needed to create products.

Responding

Organizing and developing ideas.

Connecting

Applying criteria to evaluate products

Refining and completing products.

Generating and conceptualizing ideas.

Perceiving and analyzing products.

Interpreting intent and meaning.

Creating

Selecting, analyzing, and interpreting work.

Create works of art that reflect community cultural traditions. Discuss using formal and conceptual vocabulary.

Communicate how art is used to inform the values, beliefs and culture of an individual or society

Communicate how art is used to inform others about global issues, including climate changes.

Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.

Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art- making that is meaningful to the makers.

Experiment and develop skills in multiple artmaking techniques and approaches, through invention and practice.

Demonstrate craftsmanship through the safe and respectful use of materials, tools and equipment.

Individually or collaboratively represent environments or objects of personal significance that includes a process of peer discussion, revision and refinement.

Reflect, refine, and revise work individually and collaboratively, and discuss and describe personal choices in artmaking

Discuss how exhibits and museums provide information and in person experiences about concepts and topics.

Prepare and present an artwork safely and effectively

Define and analyze the responsibilities of a curator in preserving and presenting artifacts or artwork.

Speculate about artistic processes, interpret, and compare works of art and other responses.

Analyze visual arts including cultural associations.

Interpret ideas and mood in artworks by analyzing form, structure, context, subject, and visual elements.

Identify different evaluative criteria for different types of artwork dependent on genre, historical and cultural contexts.

Connecting

Share

Investigate

Analyze

Analyze

Synthesize

Relate

Reflect, Refine, Continue

Explore

Presenting

Responding

Select

Percieve

Creating

Interpret