Grade 6 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 phrases and harmonic accompaniments within basic forms (e.g., AB, ABA, Theme & Variations) and expanded forms (e.g., introductions, transitions, codas) that convey expressive intent. Explain connection to specific purpose and context (e.g., social, cultural, historical).

Select, organize and document personal musical ideas for arrangements, songs and compositions within expanded forms that demonstrate concepts such as tension and release, unity and variety, balance, and convey expressive intent.

Use standard and/or iconic notation and/or recording technology to document personal rhythmic phrases, melodic phrases and harmonic sequences.

Evaluate, refine and explain their own work by selecting and applying criteria including appropriate application of elements of music, compositional techniques, style and form, and use of sound sources.

Present the final versions of documented personally and collaboratively created music that demonstrates craftsmanship and originality to others. Apply compositional techniques to achieve unity and variety, tension and release, and balance to convey expressive intent.

Apply collaboratively and personally developed criteria for selecting music of contrasting styles for performance and explain expressive qualities, technical challenges and reasons for choices.

Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

Analyze selected music by sight-reading in treble or bass clef using simple rhythmic, melodic and/or harmonic notation.

Identify and explain how cultural and historical context inform performances and result in different musical effects.

Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (e.g., dynamics, tempo, timbre, articulation/style, phrasing).

Identify and apply personally developed criteria (e.g., demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, interest) to rehearse, refine and determine when the music is ready to perform.

Perform music with technical accuracy, stylistic expression and culturally authentic practices to convey the creator’s intent.

Demonstrate performance decorum (e.g., stage presence, attire, behavior) and audience etiquette appropriate for venue, purpose, context, and style.

Select programs of music (e.g., a playlist, live performance) and demonstrate the connections to an interest or experience for a specific purpose.

Classify and compare how the elements of music and expressive qualities relate to the structure within programs of music (e.g., a playlist, live performance).

Identify and compare the context of programs of music from a variety of genres, cultures and historical periods.

Apply appropriate personally developed criteria to evaluate musical works or performances.

Support with evidence personal interpretation of contrasting programs of music and explain how the application of the elements of music and expressive qualities, within genres, cultures and historical periods convey expressive intent.

Generating and conceptualizing ideas.

Applying criteria to evaluate products.

Performing

Creating

Interpreting intent and meaning.

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

Conveying meaning through art.

Organizing and developing ideas.

Connecting

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

Synthesizing and relating knowledge and personal experiences to create products.

Responding

Refining and completing products

Selecting, analyzing, and interpreting work

Perceiving and analyzing products.

Explain how the perspectives expressed by the choreographer impact personal interpretation. Consider how personal background and experiences influence responses to dance works.

Employ a variety of research methods to inform the development of original dances about global issues, including climate change. Articulate ways the research deepened understanding of the topic and how big ideas are expressed metaphorically through dance.

Research and analyze how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people from whom the dances originate.

Implement movement created from a variety of stimuli (e.g., music, sound, literary forms, notation, natural phenomena, experiences, current news, social events) to develop an original dance study.

Explore various movement genres though the elements of dance. Identify and select personal preferences to create an original dance study.

Demonstrate a variety of choreographic devices and dance structures (e.g., ABA, palindrome, theme and variation, rondo, retrograde, inversion, narrative, accumulation), to collaboratively develop a dance study with a clear artistic intent. Use dance terminology to articulate and justify reasons for movement choices.

Establish criteria to choreograph a dance that communicates personal, historical, sociopolitical, or cultural meaning. Articulate how the criteria clarify or intensify the artistic intent

Revise choreography collaboratively or independently based on artistic criteria, self reflection and the feedback of others. Explain movement choices and revisions and how they impact the artistic intent.

Record changes in a dance sequence through writing and/or drawing (e.g., directions, spatial pathways, relationships) using dance notations symbols, or forms of media technology.

Perform planned and improvised movement sequences with increasing complexity in the use of floor and air pathways, including various spatial designs for movement interest and contrast to sculpt the body in space.

Perform planned and improvised movement sequences of varying lengths with increasing complexity in the use of metric, kinesthetic and breath phrasing.

Perform planned and improvised movement sequences and dance combinations applying dynamic phrasing, energy, emotional intent, and characterization.

Examine how healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices are essential for the dancer.

Examine how kinesthetic principles and various body systems (e.g., cardiovascular, respiratory, musculoskeletal) relate to the dancing body

Demonstrate use of elongated spine and engage in release of tension from spine/shoulders. Demonstrate the placement and shifting of energy in the body. Use vertical, off-center and nonvertical alignment. Maintain organization of the body while moving through space.

Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance. Explore different body conditioning techniques (e.g., yoga, weight training, aerobics, Pilates).

Transfer vocabulary and codified movements from various styles/genres with genre specific alignment. Demonstrate, through focused practice and repetition, breath control, body part initiation and body sequencing.

Investigate visualization, motor imagery and breath to apply and enhance the quality of body mechanics and the energy related to the movement skill.

Apply specific feedback in rehearsal to refine performance accuracy, consistency and expressiveness. Clarify the execution of complex patterns, sequences and formations.

Apply feedback to make changes to and adapt movements to performance area. Use performance etiquette and performance practices during class, rehearsal and performance. Accept notes from the choreographer, apply corrections and document performance process using dance and production terminology. Analyze and evaluate the success of a performance.

Differentiate technical and production elements and terminology to communicate with performers and backstage personnel to enhance the artistic intent of the dances.

Use genre-specific terminology to compare and contrast recurring patterns of movement and their relationships in dance in the context of artistic intent.

Use genre-specific dance terminology. Explain how the elements of dance are used and how they differ in a variety of genres, styles, or cultural movement practices to communicate intent. Use genre-specific dance terminology.

Examine a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, and context. Interpret using genre specific dance terminology.

Examine artistic criteria to determine what makes an effective performance. Consider content, context, genre, style, and /or cultural movement practice to comprehend artistic expression. Use genre-specific dance terminology.

Connecting

Organizing and developing ideas.

Synthesizing and relating knowledge and personal experiences to create products.

Refining and completing products.

Responding

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

Generating and conceptualizing ideas.

Applying criteria to evaluate products.

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

Perceiving and analyzing products.

Interpreting intent and meaning.

Conveying meaning through art.

Selecting, analyzing, and interpreting work.

Create

Access, evaluate and use internal and external resources to inform the creation of media artworks, such as cultural and societal knowledge, research and exemplary works.

Explain and demonstrate how media artworks expand meaning and knowledge and create cultural experiences, such as local and global events.

Access, evaluate and use internal and external resources and context to inform the creation of media artworks (e.g., cultural and societal knowledge, research, exemplary works)

Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences (e.g., via local and global events considering fair use and copyright, ethics, media literacy).

Generate a variety of ideas, goals and solutions for media artworks using creative processes such as sketching, brainstorming, improvising, and prototyping with increased proficiency, divergent thinking, and opportunity for student choice.

Organize and design artistic ideas for media arts productions.

Critique plans, prototypes and production processes considering purposeful and expressive intent.

Organize and design artistic ideas for media arts productions

Critique plans, prototypes and production processes considering purposeful and expressive intent.

Experiment with and implement multiple approaches that integrate content and stylistic conventions.

Communicate an intentional purpose and meaning utilizing varying point of view and perspective.

Refine and modify artistic choices to reflect an understanding of purpose, narrative structures, composition, audience, and context.

Experiment with and integrate multiple forms, approaches and content to coordinate, produce and implement media artworks that convey purpose and meaning (e.g., narratives, video games, interdisciplinary projects, multimedia theatre).

Develop and demonstrate a variety of artistic, design, technical, and soft skills (e.g., self-initiative, problem solving, collaborative communication) through performing various roles in producing media artworks.

Develop and demonstrate creativity and adaptability, through processes such as testing constraints and divergent solutions, within and through media arts productions.

Develop and demonstrate creativity and adaptability in standard and experimental ways, to construct, achieve assigned purpose, and communicate intent in media artworks.

Analyze and design various presentation formats and tasks in the presentation and/or distribution of media artworks.

Analyze benefits and impacts from presenting media artworks

Compare, contrast and analyze the qualities of and relationships between the components and style in media artworks.

Compare, contrast and analyze how various forms, methods and styles in media artworks affect and manage audience experience and create intention when addressing global issues including climate change.

Analyze the intent and meanings and context of a variety of media artworks, focusing on intentions, forms, and detect bias, opinion, and stereotypes.

Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals.

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

Creating

Perceiving and analyzing products.

Connecting

Interpreting intent and meaning.

Refining and completing products

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

Synthesizing and relating knowledge and personal experiences to create products.

Applying criteria to evaluate products.

Producing

Conveying meaning through art.

Responding

Organizing and developing ideas.

Selecting, analyzing and interpreting work.

Generating and conceptualizing ideas.

Examine a community issue through multiple perspectives in a theatrical work.

Research the story elements of a staged drama/theatre work about global issues, including climate change, and discuss how a playwright might have intended a theatrical work to be produced.

Identify and examine artifacts from a time period and geographic location to better understand performance and design choices in a theatrical work.

Identify, explore and imagine multiple solutions and strategies in staging problems in a theatrical work.

Identify, imagine and practice solving multiple design/technical challenges of a performance space in a theatrical work.

Explore, describe and develop given circumstances of a scripted or improvised character in a theatrical work.

Articulate and apply critical analysis, extensive background knowledge, sociohistorical research, and cultural context related to existing or developing original theatrical work.

Actively contribute ideas and creatively incorporate the ideas of others in existing or original theatrical work, demonstrating mutual respect for self and others and their roles sharing leadership and responsibilities in preparing or devising theatre.

Demonstrate focus and concentration in the rehearsal process by analyzing and refining choices in a devised or scripted theatre performance.

Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted theatre work.

Develop effective physical and vocal traits of characters in an improvised or scripted theatrical work.

Rehearse a variety of acting techniques to increase skills in a rehearsal or theatrical performance that assist in the development of stronger character choices.

Use a variety of technical elements to create a design for a rehearsal or theatre production.

Examine how character relationships assist in telling the story of devised or scripted theatre work.

Use various character objectives and tactics in a theatre work to identify the conflict and overcome the obstacle.

Perform a rehearsed theatrical work for an audience

Describe and record personal reactions to artistic choices in a theatrical work.

Compare recorded personal and peer reactions to artistic choices in a theatrical work.

Investigate various critique methodologies and apply the knowledge to respond to a theatrical work.

Justify the aesthetic choices created through the use of production elements in a theatrical work.

Assess the impact of a theatrical work on a specific audience.

Analyze how personal experiences affect artistic choices in a theatrical work.

Identify and interpret how different cultural perspectives influence the evaluation of theatrical work.

Examine how the use of personal aesthetics, preferences and beliefs can be used to discuss a theatrical work.

Responding

Organizing and developing ideas.

Synthesizing and relating knowledge and personal experiences to create products.

Connecting

Applying criteria to evaluate products.

Conveying meaning through art.

Perceiving and analyzing products.

Selecting, analyzing and interpreting work.

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

Refining and completing products.

Performing

Interpreting intent and meaning.

Generating and conceptualizing ideas.

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

Creating

Synthesizing and relating knowledge and personal experiences to create products

Generate ideas to make art individually or collaboratively to positively reflect a group's identity.

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

Analyze and contrast how art forms are used to represent, establish, reinforce and reflect group identity and culture.

Analyze and contrast how art forms are used to reflect global issues, including climate change.

Generating and conceptualizing ideas

Conceptualize early stages of the creative process, including applying methods to overcome creative blocks or take creative risks, and document the processes in traditional or new media.

Develop criteria, identify goals and collaboratively investigate an aspect of present-day life, using contemporary practice of art or design

Organizing and developing ideas

Demonstrate persistence and willingness to experiment and take risks during the artistic process.

Demonstrate an awareness of ethical responsibility as applied to artmaking including environmental implications, responsibility in sharing images online, appropriation, and intellectual property ethics.

Apply, organize and strategize methods for design and redesign of objects, places, systems, images and words to clearly communicate information to a diverse audience.

Refining and completing products

Use criteria to examine, reflect on and plan revisions for a work of art, and create an artistic statement.

Selecting, analyzing and interpreting work

Investigate and analyze ways artwork is presented, preserved and experienced, including use of evolving technology. Evaluate a collection or presentation based on this criterion.

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

Individually or collaboratively prepare and present theme-based artwork for display and formulate exhibition narratives.

Conveying meaning through art

Analyze how exhibitions in different venues communicate meaning and influence ideas, beliefs and experiences.

Perceiving and analyzing products

Explain how a person's aesthetic choices are influenced by culture and environment, and how they impact the way in which visual messages are perceived and conveyed.

Compare and contrast cultural and social contexts of visual arts and how they influence ideas and emotions.

Interpreting intent and meaning

Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

Applying criteria to evaluate products

Create a convincing and logical argument to support an evaluation of art. Explain the difference between personal and established criteria for evaluating artwork.

Creating

Responding

Presenting

Connecting