Standard 2—Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

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

2. Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting.

Students:

• demonstrate knowledge of dance resources in video, photography, print, and live performance (a)
• understand the concept of live performance and appropriate conduct (b)
• demonstrate a knowledge of dance-related careers (e.g., dancer, choreographer, composer, lighting designer, historian, teacher) (c).

This is evident, for example, when students:
s discuss the differences between watching a dance performance on video and watching a live performance
s talk to a visiting artist (dancer, choreographer, composer, lighting director) about what he/she does.

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Elementary Music

2. Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Students:

• use classroom and nontraditional instruments in performing and creating music (a)
• construct instruments out of material not commonly used for musical instruments (b)
• use current technology to manipulate sound (c)
• identify the various settings in which they hear music and the various resources that are used to produce music during a typical week; explain why the particular type of music was used (d)
• demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school (e)
• discuss ways that music is used by various members of the community (f).

This is evident, for example, when students:
s use common items (e.g., keys, classroom blinds, measuring sticks) as "found sounds" to improvise a group composition
s make a shaker from a paper tube to accompany a Native American dance or Latino song
s change pitch or timbre of a sound on the synthesizer
s keep a log of locations where they hear music in the community or home
s exhibit appropriate behavior when listening to music in the school’s auditorium
s describe in class the ways music is used at home and in their community.

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Elementary Theatre

2. Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

Students:

• visit theaters, theatre-related facilities, and/or touring companies to observe aspects of theatrical production (a)
• use the library/media center of their school or community to find story dramatization material or other theatre-related materials and to view videotapes of performances (b)
• attend theatrical performances in their school and demonstrate appropriate audience behavior (c)
• speak with theatre professionals about how they prepare for and perform their jobs (d).

This is evident, for example, when students:
s visit the high school to observe the rehearsal of a play and participate in a question and answer session with the production staff
s search the school library for a story suitable to develop into a play
s discuss and adhere to guidelines for proper behavior when attending a theatrical production, behavior which enhances enjoyment and supports the efforts of the performers
s prepare interview questions to use in a discussion with a theatre professional.

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Elementary Visual Arts

2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Students:

• understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a)
• develop skills with electronic media as a means of expressing visual ideas (b)
• know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art (c)
• give examples of adults who make their livings in the arts professions (d).

This is evident, for example, when students:
s use a draw/paint computer program to create graphic images
s visit a museum and write a short report of what they saw
s engage a visiting artist in talk about what that artist does, how he/she does it and why.

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Intermediate Dance

2. Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting.

Students:

• demonstrate knowledge of sources for understanding dance technologies: live, print, video, computer, etc. (a)
• demonstrate knowledge of how human structure and function affect movement in parts of dances and dances that they know or have choreographed (b)
• demonstrate knowledge of audience/performer responsibilities and relationships in dance (c)
• demonstrate knowledge of differences in performance venue and the events presented in each (d).

This is evident, for example, when students:
s plan an appropriate venue for a dance they have developed
s use the computer or video to examine dance routines.

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Intermediate Music

2. Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Students:

• use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces (a)
• use school and community resources to develop information on music and musicians (b)
• use current technology to create, produce and record/playback music (c)
• identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role (d)
• demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures (e)
• investigate some career options related to their musical interests (f).

This is evident, for example, when students:
s use their voices, traditional instruments, or "found sounds" to create a sound composition which is appropriate for a holiday (e.g., Halloween)
s collect and catalogue the concerts scheduled in their community for an upcoming month
s prepare a solo for performance, use library materials at school or in the community to write a short paper on the composer of a solo work they are preparing
s use a stereo cassette recorder and microphones to record a group composition of their peers and play it back in class
s describe, in their log, a variety of community musical opportunities in which students may participate
s discover and report to the instrumental class lesson what skills are necessary to participate in the regional youth orchestra
s exhibit proper audience behavior when attending a concert given by professional musicians
s determine and record in the log what education and training are needed to become one of the following—a composer, arranger, professional musician, or other occupation associated with music.

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Intermediate Theatre

2. Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

Students:

• visit theatre technology facilities, including the local high school facility, and interact with professionals and theatre students to learn about theatre technology (e.g., lighting, staging, sound, etc.) (a)
• use the school or community library/media centers and other resources to develop information on various theatre-related topics (b)
• know about local theatrical institutions, attend performances in school and in the community, and demonstrate appropriate audience behavior (c)
• discuss vocations/avocations with theatre professionals and identify the skills and preparation necessary for theatre vocations/avocations (d).

This is evident, for example, when students:
s visit the high school to discover how a lighting system works by participating in hands-on workshop experience with a lighting technician
s research various theatre history time periods in the library and on the computer internet to compile a class booklet on theatre history
s prepare a bulletin board with information about local school, college and community theatres including production schedules and student reviews of productions
s interview various theatre technology artists and report to the class on the preparation necessary to be trained for these careers.

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Intermediate Visual Arts

2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Students:

• develop skills with a variety of art materials and competence in at least one medium (a)
• use the computer and other electronic media as designing tools and to communicate visual ideas (b)
• take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art (c)
• understand the variety of careers related to the visual arts and the skills necessary to pursue some of them (d).

This is evident, for example, when students:
s mix paint in a range of shades and tints and apply the paint to their work with skill
s use the computer to develop an idea for a project with sculpture
s visit a museum and look at an original work of art and discuss the differences between the original and the reproduction
s use the internet to explore images of public art.

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Commencement-General Education Dance

2. Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting.

Students:

• use dance technologies without significant supervision (a)
• are familiar with techniques of research about dance (b)
• know about regional performance venues which present dance and how to purchase tickets and access information about events (c)
• know about educational requirements of dance-related careers (d)
• identify major muscles and bones and how they function in dance movement (e).

This is evident, for example, when students:
s select the appropriate dance technologies for a given performance
s know about the role that muscles play in dance and practice correct stretching exercises
s attend a regional dance performance and report to the class about it
s compile an ongoing calendar of community dance events and share this information with other students and the broader community through the broadcast media, publications, or on-line
s attend a variety of dance performances and keep a journal/file of the obvious differences and similarities
s gather information, through research and interviews, about dance-related careers and professional training, and establish a file for use and contributions by other students
s research and compare and contrast the movement and functions of muscles and bones in dance and other physical activities, such as tennis, swimming, etc.

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Commencement-General Education Music

2. Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Students:

• use traditional, electronic, and nontraditional media for composing, arranging, and performing music (a)
• describe and compare the various services provided by community organizations that promote music performance and listening (b)
• use print and electronic media, including recordings, in school and community libraries to gather and report information on music and musicians (c)
• identify and discuss the contributions of local experts in various aspects of music performance, production, and scholarship (d)
• participate as a discriminating member of an audience when listening to performances from a variety of genres, forms, and styles (e)
• understand a broad range of career opportunities in the field of music, including those involved with funding, producing, and marketing musical events (f).

This is evident, for example, when students:
s use an electronic keyboard and computer to compose and print out a sixteen measure composition
s report to the class on a major musical organization in the community and its schedule of performances for the school year
s present a detailed oral report to the class based on information gathered at the local library on a musician and his life which includes recordings of some of the composer’s compositions
s gather information about stereo systems from a local electronics dealer
s attend two different concerts and note similarities, differences and personal reactions in their log
s research and write a report on a musical career.

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Commencement-General Education Theatre

2. Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

Students:

• use theatre technology skills and facilities in creating a theatrical experience (a)
• use school and community resources, including library/media centers, museums and theatre professionals, as part of the artistic process leading to production (b)
• visit local theatrical institutions and attend theatrical performances in their school and community as an individual and part of a group (c)
• understand a broad range of vocations/avocations in performing, producing, and promoting theatre (d).

This is evident, for example, when students:
s read and follow a lighting plot for a production, handling and focusing lighting instruments properly
s read a script for a production, then complete pictorial research on the costuming and accessories of the time period before designing costumes
s write a short review of a local community performance for publication in the school newspaper
s create a publicity campaign for the high school production.

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Commencement-General Education Visual Arts

2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Students:

• select an d use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums (a)
• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation (b)
• interact with professional artists and participate in school- and community-sponsored programs by art organizations and cultural institutions (c)
• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art (d).

This is evident, for example, when students:
s select a process or medium for their intended work of art and describe their reasons for that selection
s interview a professional artist about what that artist does, his/her preparation, the organization of his/her business
s produce a mixed media work of art which uses the computer image, the camera, the copy machine and other electronic media.

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Commencement-Major Sequence Dance

2. Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting.

In addition to the General Education performance indicators, students:

• use technologies to research, create, perform, or communicate about dance (a)
• understand the roles of dancers, audience, and creators in a variety of dance forms and contexts (b)
• participate in, or observe, dance events outside of school (c)
• know about educational requirements of dance-related careers and how to prepare for possible entrance into those fields (d)
• know about good nutrition, injury prevention, and how to care for the body (e).

This is evident, for example, when students:
s use the Internet or other means to research dance forms of the 1920's
s intern with a local dance company
s research at least three institutions which have dance programs in order to know the entrance requirements for each
s practice good nutrition and injury prevention techniques
s work alone or with a group of students to research current dance innovations through library and on-line resources and compile a bibliography of sources for class use, including relevant listservs, Home Pages, etc.
s alone or with a group, research the development of one style of dance by using a variety of sources, including archival files
s interview professionals in the dance industry to learn about educational, physiological, and logistical career requirements and document the interviews.

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Commencement-Major Sequence Music

2. Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

In addition to the General Education performance indicators, students:

• develop a classified and annotated directory of nearby music-related establishments such as instrument and music retailers, instrument makers and repair persons, recording studios, union representatives, etc. (a)
• identify ways that they have contributed to the support of the musical groups of which they are members (b)
• explain opportunities available to them for further musical growth and professional development in higher education and community institutions (c).

This is evident, for example, when students:
s collect data on the music services available in the community such as recording studios, repair shops, retailers and instrument makers
s volunteer to serve as music librarian ( or other necessary positions such as secretary) for a performing group in which they participate
s via the Internet or a computer data base, generate a list of colleges that offer a particular program in a musical field (e.g., performance, instrument repair, electronics, arts production).

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Commencement-Major Sequence Theatre

2. Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

In addition to the General Education performance indicators, students:

• identify current technologies, published scripted material, and print and electronic resources available for theatrical productions (a)
• identify college and/or community opportunities in theatre after graduation and the requirements for application or participation (b)
• cooperate in an ensemble as performers, designers, technicians, and managers to create a theatrical production (c)
• design an individualized study program (i.e., internship, mentorship, research project) in a chosen theatre, film, or video vocation/avocation and share the information with the class (d).

This is evident, for example, when students:
s investigate and select a computer program for use in designing floor plans and elevation drawings for a set design
s attend local college and university drama days designed to provide workshop experiences for high school students interested in pursuing theatre as a career and write a school newsletter article about the experience
s form a production team for a play (producer, director, stage manager, technical director and house manager) to plan the necessary schedules and carry out the artistic concept of the director
s participate in a mentorship program with a theatre professional and report to the class about the experience.

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Commencement-Major Sequence Visual Arts

2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

In addition to the General Education performance indicators, students:

• develop Commencement Portfolios that show proficiency in one or more mediums and skill in using and manipulating the computer and other electronic media (a)
• prepare a portfolio that meets the admission requirements of selected institutions (b)
• understand the preparation required for particular art professions and acquire some skills of those professions through internships with local galleries, museums, advertising agencies, architectural firms, and other institutions (c).

This is evident, for example, when students:
s include in their portfolios works of art which show proficiency with two mediums
s investigate the admission requirements of two or three colleges or universities
s investigate the preparation necessary for entrance into one of the arts professions
s exhibit their works in a one-person show and write the accompanying descriptive material.

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