Standard 1—Creating, Performing, and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary Dance

1. Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas.

They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.

Students:

• identify and demonstrate movement elements and skills (such as bend, twist, slide, skip, hop) (a)
• demonstrate ways of moving in relation to people, objects, and environments in set dance forms (b)
• create and perform simple dances based on their own movement ideas (c).

This is evident, for example, when students:
s demonstrate the movements of various animals, a cat, a dog, an elephant, a monkey, etc.
s pretend that they are flowers or plants caught in a wind, moving in groups of two or three to suggest the movement
s invent a dance based on a children's game, such as, Farmer in the Dell, London Bridge, etc.

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Elementary Music

1. Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

Students:

• create short pieces consisting of sounds from a variety of traditional (e.g., tambourine, recorder, piano, voice), electronic (e.g., keyboard), and nontraditional sound sources (e.g., water-filled glasses) (a)
• sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts (b)
• read simple standard notation in performance, and follow vocal or keyboard scores in listening (c)
• in performing ensembles, read very easy/easy music (New York State School Music Association [NYSSMA] level I-II)1 and respond appropriately to the gestures of the conductor (d)
• identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others (e).

This is evident, for example, when students:
s improvise a short composition using the black keys on the piano
s sing familiar rounds and folk songs in a group with good tone, tempo, intonation and rhythm
s strum on an autoharp a two or three chord progression alone or with others to accompany student singing
s read and perform standard rhythmic notation on rhythm sticks or other classroom instruments
s play a simple pattern on a mallet instrument to accompany a familiar song such as Fere Jacques
s perform a simple piece of music with others in a band, chorus or orchestra
s conduct other students in performing simple musical pieces.

1 The New York State School Music Association (NYSSMA) has developed a standards-based instructional model that can be used to assess student achievement. In the publication entitled NYSSMA Manual, the Music Association provides rules, regulations, and graded listings of musical literature as a basis for assessing musical performance by individuals, small groups, or large organizations. The emphasis of the model is on "quality of performance." (NYSSMA 1994, p. XXVII)

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Elementary Theatre

1. Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

Students:

• use creative drama to communicate ideas and feelings (a)
• imitate experiences through pantomime, play making, dramatic play, story dramatization, story telling, and role playing (b)
• use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings (c)
• use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants (d)
• identify and use in individual and group experiences some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama (e).

This is evident, for example, when students:
s use a belonging from home as practice in handling simple props and as an experience in evoking feelings in an audience
s pantomime the action of a narrated story
s observe the habits of familiar animals and use voice, gesture, body movement to portray the animals to classmates
s act out a scene from a well-known fairy tale using basic props, simple set pieces and costume pieces
s use puppets to dramatize an event: create the dialogue, voices and movement of the puppets to convey the story working in small groups.

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Elementary Visual Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences (a)
• develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events (b)
• understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas (c)
• reveal through their own art work understanding of how art mediums and techniques influence their creative decisions (d)
• identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works (e).

This is evident, for example, when students:
s paint a picture in tempera or watercolor in which they depict an experience that they recall
s make a ceramic vessel which they decorate with symbols
s make a drawing in which they depict three-dimensional space by using overlapping, placement on the picture plane and objects diminishing in size
s select a medium for a work of art based on their experience with the medium and their desire that it should look a certain way
s work with others to plan and produce a group art work, such as a mural, an illustrated book, a stage design
s draw objects from observation and use their imagination to turn those drawings into objects or creatures
s use the primary colors of pigment (cyan, magenta, yellow) to paint a picture from nature.

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Intermediate Dance

1. Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.

Students:

• know and demonstrate a range of movement elements and skills (such as balance, alignment, elevation, and landing) and basic dance steps, positions, and patterns (a)
• dance a range of forms from free improvisation to structured choreography (b)
• create or improvise dance phrases, studies, and dances, alone and/or in collaboration with others, in a variety of contexts (c)
• demonstrate the ability to take various roles in group productions and performances (d).

This is evident, for example, when students:
s invent a dance built on at least three different dance steps that creates a pattern and that moves throughout a given space
s select a word or phrase at random from a pile of cards and improvise a movement to express the idea of the word or phrase; others in the class interpret what the dancer is expressing
s take on one of the roles in a class dance production, i.e., choreographer, lighting, costuming, etc.

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Intermediate Music

1. Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

Students:

• compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbre, and dynamic elements (a)
• sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness (b)
• improvise short musical compositions that exhibit cohesiveness and musical expression (c)
• in performing ensembles, read moderately easy/moderately difficult music (NYSSMA level III-IV) and respond appropriately to the gestures of the conductor (d)
• identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them.

This is evident, for example, when students:
s compose a melody that reflects the mood of a four line poem and exhibits knowledge of the basic elements of music (e.g., rhythm and melody)
s sing with classmates a number of songs including folk, art and contemporary
s improvise on a violin a four measure phrase that is cohesive and expressive
s perform moderately easy music (NYSSMA level 2 or 3) on an instrument in a band
s conduct peers through a choral warm-up piece.

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Intermediate Theatre

1. Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

Students:

• use improvisation and guided play writing to communicate ideas and feelings (a)
• imitate various experiences through pantomime, play making, dramatic play, story dramatization, storytelling, role playing, improvisation and guided play writing (b)
• use language, voice, gesture, movement and observation to create character and interact with others in improvisation, rehearsal, and performance (c)
• create props, scenery, and costumes through individual and group effort (d)
• identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama within the school/community, and discuss ways to improve them (e).

This is evident, for example, when students:
s develop a point of view on an issue then use improvisation to convey that point of view to an audience
s recall or observe a simple action or moment, such as shopping for a pair of shoes, cooking from a recipe, typing a letter, and imitate the experience through pantomime
s create and act out character charades by using a prop (e.g., hats) so specific to the character that they indicate what/who the character is (age, gender, occupation)
s select an appropriate scene to perform for a younger class: devise the props, costumes and set pieces and rehearse and perform the piece
s suggest the role conflict plays in drama; write scenes with and without a conflict; discuss the differences.

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Intermediate Visual Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences (a)
• know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art (b)
• use the elements and principles of art to communicate specific meanings to others in their art work (c)
• during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings (d)
• identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them (e).

This is evident, for example, when students:
s research various architectural elements and design a building based on their research and on their plan for its use
s develop an image that is appropriate for a lino cut, transfer it to the linoleum and print it using more than one color
s develop a painting from their drawing of a still-life focusing on composition and color value
s research the style of a selected sculptor and design a work based on that style but expressing the students' ideas.

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Commencement-General Education Dance

1. Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas.

They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.

Students:

• perform movements and dances that require demonstration of complex steps and patterns as well as an understanding of contextual meanings (a)
• create dance studies and full choreographies based on identified and selected dance movement vocabulary (b)
• apply a variety of choreographic processes and structures as appropriate to plan a duet or ensemble performance (c).

This is evident, for example, when students:
s perform a dance which is student choreographed using an excerpt from a selected contemporary piece of music
s develop the choreography for a duet and plan the rehearsal program to achieve the dance
s view a dance company's practice sessions, observe how the dancers develop and integrate their movements and expressions for their own piece and in concert with the other dancers, and then analyze and describe the process
s work as part of a group to research a particular style of dance, develop and create choreography based on that research, and then perform the piece as an ensemble.

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Commencement-General Education Music

1. Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

Students:

• compose simple pieces for at least two mediums, including computers (MIDI) and other electronic instruments. (Pieces may combine music with other art forms such as dance, theatre, visual arts, or film/video.) (a)
• sing and/or play recreational instruments accurately, expressively, and with good tone quality, pitch, duration, loudness, technique, and (singing) diction (b)
• use common symbols (notation) to perform music on recreational instruments (c)
• identify and describe the roles, processes, and actions needed to produce professional concerts and musical theatre productions (d)
• explain the commercial-music roles of producer, recordist, public relations director, recording company executive, contractor, musicians, union officials, performers, etc. (e)

This is evident, for example, when students:
s compose a 32 bar musical piece with a simple melody and appropriate harmony on an electronic keyboard or piano
s play a guitar with acceptable tone quality, good technique and correct rhythm to accompany a song
s play on a dulcimer an eight measure melody based on a familiar folk song
s participate in a concert production as a performer, composer/arranger, program annotator, music librarian, stage hand, etc.
s write a short narrative after interviewing a local commercial music person about their career activities.

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Commencement-General Education Theatre

1. Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

Students:

• write monologues and scenes to communicate ideas and feelings (a)
• enact experiences through pantomime, improvisation, play writing, and script analysis (b)
• use language, techniques of sound production (articulation, enunciation, diction, and phrasing), techniques of body, movement, posture, stance, gesture, and facial expression and analysis of script to personify character(s); interact with others in improvisation, rehearsal, and performance; and communicate ideas and feelings (c)
• design and build props, sets, and costumes to communicate the intent of the production (d).
• make acting, directing, and design choices that support and enhance the intent of the class, school, and /or community productions (e).

This is evident, for example, when students:
s write and perform an original monologue which expresses a struggle over a decision of whether to engage in a particular activity with peers
s select an example of visual art (paintings, reproductions, photographs, postcards); study the visual art for setting, mood, and characterization; and improvise a scene ending in a tableau
s perform a reader's theatre piece concentrating on voice and gestures to convey nuances of character, mood and meaning
s create a floor plan of a set design for a play
s assume various roles of theatrical personnel, both onstage and backstage, to assure the success of a school production.

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Commencement-General Education Visual Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints (a)
• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images (b)
• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition (c)
• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly (d).

This is evident, for example, when students:
s do a series of drawings of posed figures and then incorporate one or more of those figures into a painting to express a specific theme
s use one medium or technique in more than two works to indicate their skill with that medium or technique
s develop an idea for a work of art, research the various ways in which that idea has been expressed by other artists and at other times, select the appropriate medium or technique for that work and complete the work
s produce a computer generated design in which they use their understanding of composition, color, line, space.

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Commencement-Major Sequence Dance

1. Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.

In addition to the General Education performance indicators, students:

• use a variety of sources to find dance ideas (a)
• select dance structures for use in choreographic projects (b)
• perform dances requiring use of more sophisticated performance elements such as dynamics, phrasing, musicality, expression (c)
• use a variety of choreographic approaches with any number of dancers, props, and performance spaces (d)
• demonstrate ability to work effectively as dancer, choreographer, director, costumer, lighting designer, manager (e).

This is evident, for example, when students:
s select dance structures based on traditional forms and choreograph them into a dance, selecting the music
s create a dance appropriate for elementary school children and instruct the children in bodily movements and dance vocabulary
s prepare and perform a dance recital which shows a high level of expression, dynamics, musicality and phrasing
s create and develop audition pieces that demonstrate knowledge of high level choreographic principles
s arrange, prepare and audition for dance companies, participating in the process with poise and professionalism
s interpret an existing piece of choreography through reflection (e.g., journal writing) and a uniquely personal approach to performance.

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Commencement-Major Sequence Music

1. Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

In addition to the General Education performance indicators, students:

• compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understanding and application of the musical elements and music-related technology (a)
• monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvements (b)
• improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression (c)
• in choral and instrumental ensembles, read difficult/very difficult music (NYSSMA level V or VI); exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend, expression, and articulation; and respond appropriately to the gestures of the conductor (d)
• adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrument maker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom (e)
• in performing groups, produce musical performances by peer-led small ensembles and sections of larger ensembles (f).

This is evident, for example, when students:
s compose a one movement work for his /her own instrument or voice that demonstrates knowledge of the elements of music and compositional techniques
s describe the strengths and weaknesses of their performance in a music journal
s show improvement over time by recording multiple performances of a musical composition on an audiotape
s improvise and/or arrange a popular song for the school jazz band or show choir
s play his/her instrument exhibiting control of tone quality, technique, etc., when playing alone or in a performing organization
s perform a solo or duet at a NYSSMA evaluation festival
s write about the composer of a standard piece of music while he/she is learning to perform the work
s work with peers to produce a recital for friends and parents
s through a peer group rehearsal improve a section of a large group musical performance.

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Commencement-Major Sequence Theatre

1. Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

In addition to the General Education performance indicators, students:

• write plays to communicate their ideas and feelings (a)
• collaborate in the development of original works which reflect life experiences (b)
• use vocal, movement, and body techniques to create complex characters in monologues, oral interpretation, and scene study (c)
• create props, scenery, and costumes for different styles of plays (d)
• carry out acting, directing, and design choices which support and enhance the intent of a production (e).

This is evident, for example, when students:
s write a play to submit for a student playwrighting competition (e.g., Very Special Arts) following competition guidelines
s use improvisation to discover issues of concern for teenagers and develop original pieces into script format
s use oral interpretation to convey the nuances of character and feeling in a student selected narrative poem
s select an absurdist piece (e.g., a Pinter or Albee play) to produce which highlights sophisticated levels of theatrical understanding
s participate in an internship in theatre technology or business management with a local college, community or professional theatre production.

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Commencement-Major Sequence Visual Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

In addition to the General Education performance indicators, students:

• produce comprehensive and well organized commencement portfolios of their work (a)
• reveal through their work a broad investigation of a variety of individual ideas and at least one theme explored imaginatively and in depth (b)
• give evidence that they have developed an emerging personal style (c)
• use selected mediums and techniques and select the most appropriate mediums and techniques to communicate their ideas (d).

This is evident, for example, when students:
s produce a portfolio with at least ten completed works, together with sketches, notes and research that were used in the development of those works
s include in their portfolios drawings which show their ability to draw from observation and from their imagination
s include in their portfolios one example of a work which was student generated, researched and developed
s use electronic imaging (film, computers, video,cd/rom, etc.) to create individual images.

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