Arts Standards

DOCUMENT RESUME
ED 430 872 SO 030 578
TITLE Louisiana Arts Content Standards. State Standards for

Curriculum Development.
INSTITUTION Louisiana State Dept. of Education, Baton Rouge.
PUB DATE 1997-05-22
NOTE 85p.
PUB TYPE Guides Non-Classroom (055)
EDRS PRICE MF01/PC04 Plus Postage.
DESCRIPTORS *Academic Standards; Art Education; Benchmarking; Dance;
Discipline Based Art Education; Elementary Secondary
Education; *Fine Arts; Music Education; State Curriculum
Guides; *State Standards; Theater Arts; Visual Arts
IDENTIFIERS *Louisiana
ABSTRACT
This document presents guidelines for what every K-12
Louisiana student should know and be able to do as a result of studying the
four strands of fine arts: dance, theater arts, visual arts, and music.
Following introductory and explanatory information, the contents are
organized by strand. Each section begins with a focus paragraph explaining
the strand or discipline's importance to the overall education of students. A
standard statement gives a general description of the knowledge acquisition
expectations. Designated content areas within each strand coincide with the
four fundamental components of discipline-based art education (DBAE):
creative expression, aesthetic perception, historical and cultural
perception, and critical analysis. Specific benchmarks in each content area
of the strand are listed for grades K-4, 5-8, and 9-12. Charts, a glossary,
references, and acknowledgements are included. (MM)
********************************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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LOUISIANA
ARTS
CONTENT STANDARDS
STATE STANDARDS FOR

CURRICULUM DEVELOPMENT
05/22/97
U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and improvement
PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS CENTER (ERIC)
BEEN GRANTED BY This document has been reproduced as
received from the person or organization
originating it.
L.&b.cs.4sc h ID Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this

document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
Schools That Work: Setting Higher Standards for Our Students
Rapid changes are occurring in our world and economy. The increasing complexity of work that
spans the entire workforce of today's society demands that education for all students be made more
relevant and useful to future careers. In response to these demands, Louisiana educators and citizens
collaborated to develop an action plan to establish content standards that would raise the academic
expectations of students. Their mission was "to develop rigorous and challenging standards that
will enable all Louisiana students to become lifelong learners and productive citizens for the
21st century." These higher academic standards and their accompanying benchmarks, which further
define the standards, require students to extend the learning they have acquired by applying
knowledge and skills to real life and work situations.
To prepare Louisiana students to meet the demands of society in the 21st century, the higher
standards were designed to address content knowledge and application of skills. The standards focus
on what students should know and be able to do. They promote and develop thinking processes
which students will use in both classroom and real world situations and address the diversity of
educational needs of all Louisiana students.
These content standards have been developed for all Louisiana students, including students
with disabilities, gifted and talented students, as well as linguistically and culturally diverse
students. Modifications for addressing their specific needs regarding curricula and instruction
will be addressed through the local education agencies (LEAs).
Louisiana has made significant strides toward improving the education of our children. Our goal is
to build on our strengths as we continue to improve education in our state. By developing rigorous
standards and challenging assessments that align with the standards and by holding schools
accountable for results, we are ensuring a better future for all our children.
Your partner for better education,
Cecil J. Picard
State Superintendent of Education
LOUISIANA DEPARTMENT OF EDUCATION
Cecil J. Picard, State Superintendent of Education
Carole Butler-Wallin, Deputy Superintendent
Billy E. Crawford, Assistant Superintendent

Office of Academic Programs
Mari Ann Fowler, Assistant Superintendent

Office of Research and Development
Rose Hudson, Assistant Superintendent

Office of Educational Support Programs
LOUISIANA STATE BOARD OF ELEMENTARY AND

SECONDARY EDUCATION
Keith Johnson, President
Walter C. Lee, Vice President
Clifford Baker, Secretary-Treasurer
John A. Bertrand, Member
Glenny Lee Buquet, Member
Donna Contois, Member
Gerald Dill, Member-at-Large
Leslie Jacobs, Member-at-Large
Richard Musemeche, Member
Paul G. Pastorek, Member-at-Large
James Stafford, Member
Mary L. Peabody, Executive Director

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TABLE OF CONTENTS
PAGE
INTRODUCTION 3
COMPONENTS OF ARTS EDUCATION 4
LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS 5
INFORMATION LITERACY MODEL FOR LIFELONG LEARNING 6
LOUISIANA ARTS STRANDS 8
LOUISIANA ARTS CONTENT STANDARDS 9
SECTION 1: DANCE 10
SECTION 1: CHARTS 20
SECTION 2: THEATRE ARTS 24
SECTION 3: VISUAL ARTS 41
SECTION 4: MUSIC 56
GLOSSARY 70
REFERENCES 71
ACKNOWLEDGMENTS 73
Louisiana Arts Content Standards

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INTRODUCTION
The arts, dance, theatre arts, visual arts, and music are fundamental to the intellectual, social,
emotional, and physical development of Louisiana students for the 21st century. The arts draw
on a range of intelligence and learning styles not addressed in most educational environments.
Students of the arts are encouraged to use their imaginations, to develop personal discipline,
and to find multiple solutions to problems. They learn to respond to events and experiences
with confidence and to communicate their feelings and viewpoints through appropriate
creative outlets.
Business demands workers who possess an ability to communicate, to be flexible, and to

diagnose problems and find creative solutions. The arts preceded speech as man's first
language; they assist in the development of the skills of communication and the integration of
basic skills of reading, writing, science, and mathematics. These skills help students shape their
lives, their communities, and their nation. The arts make all subjects come alive.
The Louisiana Content Standards bring together the basic content of the four disciplines of
dance, theatre arts, visual arts, and music into one common set of standards essential for a
comprehensive arts education. The 21st century, the age of information, will require more
from the next generation of students. The relevance of education in a rapidly changing society
will depend on converging the aims of education and the workforce for well-rounded, educated
students who will be productive members of society. The arts will assist in the achievement of
these aims with the implementation of these rigorous and challenging content standards.

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COMPONENTS OF ARTS EDUCATION

The Content Standards writing team, consisting of arts educators from across the state and
representing the four disciplines, has written standards based on the four fundamental
components of Discipline-Based Art Education (DBAE).
CREATIVE
EXPRESSION The ability to develop, organize, and interpret ideas for expression in the
production of art forms which involve inspiration, analysis, and problem
solv.ing.
AESTH ETIC
PERCEPTION The ability to understand and respond to ideas and experiences; to be
aware of beauty and the unique characteristics of the natural and built
environments; and to make informed judgments about the meaning in
works of art.
HISTORICAL
AN D CU LTU RAL
PERCEPTION The ability to recognize and appreciate the visual arts as a form of
individual and cultural expression and to appreciate the basic aspects of
past history and human experience.
CRITICAL
ANALYSIS The ability to interpret and analyze works of art and to arrive at
reasoned judgments based on sufficient and appropriate criteria, such
as quality, impact, purpose, and value.

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LOUISIANA CONTENT STANDARDS

FOUNDATION SKILLS
The Louisiana Content Standards Task Force has developed the following foundation skills
which should apply to all students in all disciplines.
1. Communication: A process by which information is exchanged and a concept of

44 meaning" is created and shared between individuals through a common system of
symbols, signs, or behavior. Students should be able to communicate clearly, fluently,
strategically, technologically, critically, and creatively in society and in a variety of
workplaces. This process can best be accomplished through use of the following skills:
reading, writing, speaking, listening, viewing, and visually representing.
2. Problem Solving: The identification of an obstacle or challenge and the subsequent

application of knowledge and thinking processes, which include reasoning, decision
making, and inquiry in order to reach a solution using multiple pathways, even when
no routine path is apparent.
3. Resource Access and Utilization: The process of identifying, locating, selecting, and
using resource tools to help in analyzing, synthesizing, and communicating information.
The identification and employment of appropriate tools, techniques, and technologies
are essential to all learning processes. These resource tools include pen, pencil, and
paper; audio/video materials, word processors, computers, interactive devices,
telecommunication, and other emerging technologies.
4. Linking and Generating Knowledge: The effective use of cognitive processes to

generate and link knowledge across the disciplines and in a variety of contexts. In
order to engage in the principles of continual improvement, students must be able to
transfer and elaborate on these processes. "Transfer" refers to the ability to apply a
strategy or content knowledge effectively in a setting or context other than that in
which it was originally learned. "Elaboration" refers to monitoring, adjusting, and
expanding strategies into other contexts.
5. Citizenship: The application of the understanding of the ideals, rights, and

responsibilities of active participation in a democratic republic that includes working
respectfully and productively together for the benefit of the individual and the
community; being accountable for one's choices and actions and understanding their
impact on oneself and others; knowing one's civil, constitutional, and statutory rights;
and mentoring others to become productive citizens and lifelong learners.

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Note: These foundation skills are listed numerically in parentheses after each benchmark.

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INFORMATION LITERACY MODEL FOR LIFELONG

LEARNING
Students must become competent and independent users of information to be productive
citizens of the 21st century. They must be prepared to live in an information-rich and
changing global society. Due to the rapid growth of technology, the amount of information
available is accelerating so quickly that teachers are no longer able to impart a complete
knowledge base in a subject area. In addition, students entering the workforce must know
how to access information, solve problems, make decisions, and work as part of a team.
Therefore, information literacy -- the ability to recognize an information need and then locate,
evaluate, and effectively use the needed information -- is a basic skill essential to the 21st
century workplace and home. Information literate students are self-directed learners who,
individually or collaboratively, use information responsibly to create quality products and to
be productive citizens. Information literacy skills must not be taught in isolation; they must
be integrated across all content areas, utilizing fully the resources of the classroom, the school
library media center, and the community. The Information Literacy Model for Lifelong
Learners is a framework that teachers at all levels can apply to help students become
independent lifelong learners.
1. Defining/Focusing: The first task is to recognize that an information need exists.

Students make preliminary decisions about the type of information needed based on
prior knowledge.
2. Selecting Tools and Resources: After students decide what information is needed, they
then develop search strategies for locating and accessing appropriate, relevant sources
in the school library media center, community libraries and agencies, resource people,
and others as appropriate.
3. Extracting and Recording: Students examine the resources for readability, currency,
usefulness, and bias. This task involves skimming or listening for key words,
"chunking" reading, finding main ideas, and taking notes.
4. Processing Information: After recording information, students must examine and

evaluate the data in order to utilize the information retrieved. Students must interact
with the information by categorizing, analyzing, evaluating, and comparing for bias,
inadequacies, omissions, errors, and value judgments. Based on their findings, they
either move on to the next step or do additional research.

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5. Organizing Information: Students effectively sort, manipulate, and organize the

information that was retrieved. They make decisions on how to use and communicate
their findings.
6. Presenting Findings: Students apply and communicate what they have learned (e.g.,
research report, project, illustration, dramatization, portfolio, book, book report, map,
oral/audio/visual presentation, game, bibliography, hyperstack).
7. Evaluating Efforts: Throughout the information problem solving process, students
evaluate their efforts. This assists students in determining the effectiveness of the
research process. The final product may be evaluated by the teacher and also other
qualified or interested resource persons.

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LOUISIANA ARTS STRANDS
CREATIVE EXPRESSION
AESTHETIC PERCEPTION
HISTORICAL AND CULTURAL PERCEPTION
CRITICAL ANALYSIS
12 Louisiana Arts Content Standards

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LOUISIANA ARTS CONTENT STANDARDS

CREATIVE EXPRESSION
Students develop creative expression through the application of knowledge, ideas, skills, and
organizational abilities.
Students develop aesthetic perception through the knowledge of art forms and respect for
commonalities and differences.
Students develop historical and cultural perception by recognizing and understanding that the
arts throughout history are a record of human experience with a past, present, and future.
CRITICAL ANALYSIS
Students make informed judgments about the arts by developing critical analysis skills
through study of and exposure to the arts.

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DANCE

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CREATIVE EXPRESSION
FOCUS
Creative expression opens an avenue for the application of individual ideas, feelings, and
expressions. The use of a variety of media and techniques provides an opportunity for the
individual to develop, organize, and interpret knowledge for communication. The skills of
analysis, problem solving', cooperative involvement, and disciplined behavior contribute to a
successful school environment and prepare the individual to become a productive member of
society.
STANDARD
BENCHMARKS K-4
In Grades K-4, what students know and are able to do includes:
CE-1D-E1 exploring and identifying the elements of dance by responding to varied stimuli
with spontaneous movement;
(2, 4)
CE-1D-E2 executing improvised and set movement patterns individually and in groups;
(2, 5)
CE-1D-E3 identifying and performing creative movement and dance patterns with pride
to peers in a classroom setting;
(5)
CE-1D-E4 using technique and expanding movement vocabulary to demonstrate an

awareness of space and the ability to move safely;
(2)
CE-1D-E5 accurately performing basic skills and techniques in several dance styles;
(2, 5)
CE-1D-E6 demonstrating an understanding of the relationship among dance, other arts,

and disciplines outside the arts.
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(3, 4)
BENCHMARKS 5-8
In Grades 5-8, what students know and are able to do includes:
CE-1D-M1 utilizing the elements of dance in improvisations which demonstrate elementary

form and structure;
(1, 2)
CE-1D-M2 shaping phrases, studies, and dance pieces to meet criteria for specific dance
forms;
(2, 4)
CE-1D-M3 identifying and performing elementary compositions for the classroom and the
entire school community;
(1, 4, 5)
CE-1D-M4 demonstrating self-monitoring and effective use of space, while improving

technique and expanding movement vocabulary;
(1, 2, 4)
CE-1D-M5 developing, presenting, and evaluating a movement study designed to display

skills and techniques in original and traditional dance and movement studies;
(2, 3, 4)
CE-1D-M6 exploring and identifying the relationship among dance, other arts, and
disciplines outside the arts.
(3, 4, 5)
BENCHMARKS 9-12
CE-1D-H1 recognizing and utilizing an expanded vocabulary of the elements of dance
appropriate to level of training;
(1, 2, 4)
CE-1D-H2 communicting individual concepts using specific dance forms and structures;
(2, 3, 4)

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CE-1D-H3 identifying and performing creative movement and dance patterns in solo, duet,
and small groups, with pride and clarity;
(4, 5)
CE-1D-H4 incorporating self-evaluation and external evaluation to refine performance

skills;
(4, 5)
CE-1D-H5 presenting and evaluating original and established dances and movement
studies;
(1, 2, 4)
CE-1D-H6 recognizing the relationship among dance, other arts, and disciplines outside the
arts.
(3, 4, 5)

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FOCUS
The study of aesthetics, or the philosophy of the arts, supplies the individual with a structure
for analyzing, interpreting, and responding to the arts. An understanding of aesthetics
empowers the individual to make informed personal interpretations of artistic expressions and
to develop an awareness for the concepts and ideas of others. The individual questions
concepts, weighs evidence and information, examines intuitive reactions, and develops
personal conclusions about the values in works of art.
STANDARD
Students will develop aesthetic perception through the knowledge of art forms and respect for
BENCHMARKS K-4
AP-2D-E1 using elementary dance vocabulary to critique individual work and that of
others;
(1, 5)
AP-2D-E2 developing and communicating an appreciation through dance for the ideas and
creations of others;
(1, 5)
AP-2D-E3 communicating an awareness of the many choices available in the creative

process of choreography;
(1, 3, 4)
AP-2D-E4 discussing moods created by the works of the great choreographers;

(1, 3)
AP-2D-E5 recognizing that there are differences between styles of dance.

(4, 5)

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BENCHMARKS 5-8
AP-2D-M1 using dance vocabulary to respond to the aesthetic qualities of dance;
(1, 2, 4)
AP-2D-M2 recognizing that the concept of beauty differs from culture to culture;
(1, 4, 5)
AP-2D-M3 expressing through works and discussion the relation of the role of
choreography to culture and environment;
(1, 3, 4)
AP-2D-M4 communicating new ideas, possibilities, options, and situations pertaining to the
world of dance;
(1, 3, 4)
AP-2D-M5 reflecting upon and distinguishing differences among styles of dance.

(1, 4, 5)
BENCHMARKS 9-12
AP-2D-H1 using an expanded vocabulary when responding to the aesthetic qualities of

dance;
(1, 2, 4)
AP-2D-H2 analyzing the unique characteristics of dance as it reflects the quality of

everyday life in various cultures;
(1, 2, 3, 4, 5)
AP-2D-H3 using descriptors, analogies, and other metaphors to express the impact of
dance on our senses, intellects, and emotions;
(1, 4)
AP-2D-H4 assimilating and communicating the multiple possibilities and options available
in dance;
(1, 4, 5)
AP-2D-H5 questioning/weighing evidence and information, examining intuitive reactions,

and drawing personal conclusions about dance.

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(2, 4)
FOCUS
Historical and cultural perception is the vehicle for understanding works of art in time and
place. The arts survive through times of interruption and neglect; they outlive governments,
creeds, and societies and even the civilizations that spawned them. The artist is a harbinger
of change, a translator of social thought, an analyst of cultures, a poetic scientist, and a
recorder of history. To understand creative output in the history of the arts is to understand
history itself.
STANDARD
Students will develop historical and cultural perception by recognizing and understanding that
the arts throughout history are a record of human experience with a past, present, and future.
BENCHMARKS K-4
HP-3D-E1 exploring and discussing why humans danced throughout history;

(1, 5)
HP-3D-E2 understanding dance is a universal language that plays a role in every culture;
(4, 5)
HP-3D-E3 demonstrating various dance styles from a variety of cultures;

(3, 4)
HP-3D-E4 exploring the basic components of various arts disciplines through dance
movement.
(2, 3, 4)
BENCHMARKS 5-8.
HP-3D-M1 identifying different dance styles from historical, contemporary, and cultural
perspectives;
(1, 3, 4, 5)

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HP-3D-M2 analyzing how time and place affect the dances of various cultures throughout
history;
(4, 5)
HP-3D-M3 identifying universal themes and values of various cultures as they are exhibited
in dance;
(1, 5)
HP-3D-M4 utilizing the basic arts components in dance studies.

(5)
BENCHMARKS 9-12
HP-3D-H1 recognizing and understanding that dance throughout history is a record of

human experience with a past, present, and future;
(3, 4, 5)
HP-3D-H2 recognizing and relating great works and great performers who have created
the traditions of dance and shaped its history;
(4, 5)
HP-3D-H3 comparing and contrasting dance works as forms of artistic performance and
cultural expression;
(3, 4, 5)
HP-3D-H4 developing and presenting a multidisciplinary dance project including a variety

of disciplines.
(1, 3, 4)

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CRITICAL ANALYSIS
FOCUS
Critical analysis is the process of inquiry associated with an individual's knowledge of the arts.
Communication about the arts in a structured way provides the individual with means to
observe, describe, analyze, interpret, and make critical, reasoned judgments about the form
and content of the arts.
STANDARD
Students will make informed judgments about the arts by developing critical analysis skills
BENCHMARKS K-4
CA-4D-E1 observing and studying the elementary movements of dance;

(2)
CA-4D-E2 identifying basic examples of the dance elements in various dance experiences;
(1, 4)
CA-4D-E3 exploring and discussing sequence in a performance;

(1, 2)
CA-4D-E4 recognizing basic differences in the processes of creating, performing, and

observing dance;
(4, 5)
CA-4D-E5 communicating individual feelings toward the dance experience.

(1, 5)
BENCHMARKS 5-8
CA-4D-M1 recognizing the content and expression of various dance styles;

(1, 2)

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CA-4D-M2 recognizing how elements of dance communicate the choreographic intent;

(1, 2)
CA-4D-M3 describing the use of aesthetic principles (unity, harmony, contrast, continuity,
variety, sequence transition, and climax) in dance;
(1, 2, 4)
CA-4D-M4 comparing and contrasting the differing roles in the process of creating,
performing, and observing dance;
(1, 2, 5)
CA-4D-M5 introducing and applying dance vocabulary in dance critique.

(1, 2, 5)
BENCHMARKS 9-12
CA-4D-H1 developing a criterion for forming personal preferences and opinions of dance
styles;
(4, 5)
CA-4D-H2 describing and demonstrating the choreographic intent of dance;

(1, 2)
CA-4D-H3 applying aesthetic principles and choreographic criteria to critique dance;

(1, 2 ,3, 4)
CA-4D-H4 using aesthetic principles and factors to establish individual attitudes toward
creating, performing, and observing dance;
(1, 2, 4, 5)
CA-4D-H5 expanding the ability to communicate and to justify aesthetic responses to the
dance experience.
(1, 2, 4, 5)

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SECTION 1: DANCE
CREATIVE EXPRESSION
What students know and are able to do includes:
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 exploring and identifying the utilizing the elements of dance recognizing and utilizing an
elements of dance by in improvisations which expanded vocabulary of the
responding to varied stimuli demonstrate elementary form elements of dance appropriate
with spontaneous movement; and structure; to level of training;
(2, 4) (1, 2) (1, 2, 4)
Benchmark 2 executing improvised and set shaping phrases, studies, and communicating individual
movement patterns dance pieces to meet criteria concepts using specific dance
individually and in groups; for specific dance forms; forms and structures;
(2, 5) (2, 4) (2, 3, 4)
Benchmark 3 identifying and performing identifying and performing identifying and performing
with pride creative movement elementary compositions for creative movement and dance
and dance patterns with pride the classroom and the entire patterns in solo, duet, and
for peers in a classroom school community; small groups, with pride and
setting; (1, 4, 5) clarity;
(5) (4, 5)
Benchmark 4 using technique and demonstrating self-monitoring incorporating self-evaluation

expanding movement and effective use of space and external evaluation to
vocabulary to demonstrate an while improving technique refine performance skills;
awareness of space and the and expanding movement (4, 5)
ability to move safely; vocabulary;
(2) (1, 2, 4)
Benchmark 5 accurately performing basic developing, presenting, and presenting and evaluating
skills and techniques in several evaluating a movement study original and established
dance styles; designed to display skills and dances and movement studies;
(2, 5) techniques in original and (1, 2, 4)
traditional dance and
movement studies;
(2, 3, 4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 6 demonstrating an exploring and identifying recognizing relationships
understanding of the relationships among dance, among dance, other arts, and
relationship among dance, other arts, and disciplines disciplines outside the arts.
other arts, and disciplines outside the arts. (3, 4, 5)
outside the arts. (3, 4, 5)
(3, 4)
SECTION 1: DANCE
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 Using elementary dance Using dance vocabulary to Using an expanded
vocabulary to critique respond to the aesthetic vocabulary when
individual work and that of qualities of dance; responding to the
others; (1, 2, 4) aesthetic qualities of
(1, 5) dance;
(1, 2, 4)
Benchmark 2 Developing and Recognizing that the concept Analyzing the unique
communicating an of beauty differs from culture characteristics of dance as
appreciation through dance to culture; it reflects the quality of
for the ideas and creations of (1, 4, 5) everyday life in various
others; cultures;
(1, 5) (1, 2, 3, 4, 5)
Benchmark 3 Communicating an awareness Expressing through works and Using descriptors,

of the many choices available discussion the relation of the analogies, and other
in the creative process of role of choreography to metaphors to express the
choreography; culture and environment; impact of dance on our
(1, 3, 4) (1, 3, 4) senses, intellects, and
emotions;
(1, 4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 4 Discussing moods created by Communicating new ideas, Assimilating and
the works of the great possibilities, options, and communicating the
choreographers; situations pertaining to the multiple possibilities and
(1, 3) world of dance; options available in dance;
(1, 3, 4) (1, 4, 5)
Benchmark 5 Recognizing that there are Reflecting upon and Questioning/weighing

differences between styles of distinguishing differences evidence and information,
dance. among styles of dance. examining intuitive
(4, 5) (1, 4, 5) reactions, and drawing
personal conclusions
about dance.
(2, 4)

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SECTION 1: DANCE
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 Exploring and discussing why Identifying different dance Recognizing and
humans danced throughout styles from historical, understanding that dance
history; contemporary, and cultural throughout history is a
(1, 5) perspectives; record of human
(1, 3, 4, 5) experience, with a past,
present, and future;
(3, 4, 5)
Benchmark 2 Understanding dance is a Analyzing how time and place Recognizing and relating
universal language that plays affect the dances of various great works to great
a role in every culture; cultures throughout history; performers who have
(4, 5) (4, 5) created the traditions of
dance and shaped its
history;
(4, 5)
Benchmark 3 Demonstrating various dance Identifying universal themes Comparing and

styles from a variety of and values of various cultures contrasting dance works
cultures; as they are exhibited in dance; as forms of artistic
(3, 4) (1, 5) performance and cultural
expression;
(3, 4, 5)
Benchmark 4 Exploring the basic Utilizing the basic arts Developing and presenting
components of various arts components in dance studies. a multi-disciplinary dance
disciplines through dance (5) project.
movements. (1, 3, 4)
(2, 3, 4).

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SECTION 1: DANCE
CRITICAL ANALYSIS
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 Observing and studying the Recognizing the content and Developing a criterion for
elementary movements of expression of various dance forming personal
dance; . styles; preferences and opinions
(2) (1, 2) of dance styles;
(4, 5)
Benchmark 2 Identifying basic examples of Recognizing how elements of Describing and

the dance elements in various dance communicate the demonstrating the
dance experiences; choreographic intent; choreographic intent of
(1, 4) (1, 2) dance;
(1, 2)
Benchmark 3 Exploring and discussing Describing the use of aesthetic Applying aesthetic
sequence in a performance; principles (unity, harmony, principles and
(1, 2) contrast, continuity, variety, choreographic criteria to
sequence transition, and critique dance;
climax) in dance; (1, 2, 3, 4)
(1, 2, 4)
Benchmark 4 Recognizing basic differences Comparing and contrasting Using aesthetic principles
in the processes of creating, the differing roles in the and factors to establish
performing, and observing process of creating, individual attitudes
dance; performing, and observing toward creating,
(4, 5) dance; performing, and
(1, 2, 5) observing dance;
(1, 2, 4, 5)
Benchmark 5 Communicating individual Introducing and applying Expanding the ability to

feelings toward the dance dance vocabulary in dance communicate and justify
experience, critiques, aesthetic responses to the
(1, 5) (1, 2, 5) dance experience.
(1, 2, 4, 5)

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THEATRE ARTS
29
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CREATIVE EXPRESSION
FOCUS
analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a
society.
STANDARD
BENCHMARKS K-4
CE-1Th-E1 exploring and identifying various emotions in interpersonal settings;

(1, 4)
CE-1Th-E2 interacting in group situations and demonstrating differentiation of roles

through experimentation and role playing;
(1, 2, 3, 4, 5)
CE-1Th-E3 identifying and exhibiting physical and emotional dimensions of

characterization through experimentation and role playing;
(4)
CE-1Th-E4 developing story lines for improvisation;

(1, 2, 4)
BENCHMARKS 5-8
CE-1Th-M1 exploring self-expression and various emotions individually and in groups;

(1, 4, 5)

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CE-1Th-M2 understanding role playing in single and interpersonal relationships;

(2, 4)
CE-1Th-M3 utilizing role playing to demonstrate performance techniques, both physically

and vocally, in different relationships appropriate to a variety of characters;
(2, 4)
CE-1Th-M4 writing scripts for improvisational exercises while exploring dimensions of the
dramatic form individually and in groups (e.g., costuming, set design, make-up);
(1, 2, 4, 5)
BENCHMARKS 9-12
CE-1Th-H1 developing interpersonal skills as an individual and as a performer;

(1, 5)
CE-1Th-H2 understanding and stating rules in group performance while expanding

dramatic elements in improvisation;
(1, 2, 4, 5)
CE-1Th-H3 demonstrating effective use of physical and vocal techniques while developing
roles in group performance;
(1, 2, 4)
CE-1Th-H4 comparing and contrasting theatrical writing styles and conventions;

(1, 2, 4)

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FOCUS
personal conclusions abdut the values in works of art.
STANDARD
BENCHMARKS K-4
AP-2Th-E1 recognizing and discussing sensory experiences and the motivations for
emotions;
(2, 4)
AP-2Th-E2 imitating and responding to ideas, feelings, behaviors, roles, and life
experiences;
(1, 3)
AP-2Th-E3 exploring actions that express thoughts, feelings, and characters;

(1, 4)
AP-2Th-E4 imitating sounds, sound combinations, and nonverbal communication to

express mood, feelings, and emotions;
(1, 4)
AP-2Th-E5 understanding the basics of interaction, listening, and responding while

developing audience etiquette;
(1, 5)
AP-2Th-E6 exploring improvisation to express thoughts and feelings;

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(1)
AP-2Th-E7 recording dialogue for developing skills in theatre arts;

(1, 3)
AP-2Th-E8 understanding relationships among theatre, other arts, and disciplines outside
the arts.
(1, 4)
BENCHMARKS 5-8
AP-2Th-M1 recognizing and discussing individual differences in sensory and emotional

perceptions;
(2, 3, 4)
AP-2Th-M2 understanding individual and group roles through the exploration of theatrical
methods;
(1, 4)
AP-2Th-M3 exploring and understanding expression, action, reaction, movement, and space
in the dramatic process;
(4)
AP-2Th-M4 understanding voice mechanism in representing self, role, scene, dialogue, and
character;
(1, 4)
AP-2Th-M5 understanding and responding to philosophical and social concerns displayed

in conventional and unconventional dramatic roles;
(4)
AP-2Th-M6 interacting spontaneously and flexibly through discussion and scene enactment;
(1)
AP-2Th-M7 identifying and understanding the origins of contemporary processes,

techniques, and interpretations;
(1)
AP-2Th-M8 exploring relationships among theatre, other arts, and disciplines outside the
arts.

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(1, 4)

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BENCHMARKS 9-12
AP-2Th-H1 expanding interpretation of sensory perception, character relationships,

character transformation, and cultural and social concerns;
(1, 2, 4)
AP-2Th-H2 discussing and responding to drama with new ideas, acceptance of ideas,
reactions to stimuli, and evaluation criteria;
(2, 4)
AP-2Th-H3 selecting and practicing physical attributes and movement qualities that
enhance characterization and interpret psychological motivation;
(1, 4)
AP-2Th-H4 exploring use of language and recognizing the development of voice for
expression, thought, and meaning;
(1, 4) .
AP-2Th-H5 constructing social and personal meaning from informal and formal
productions;
(2, 4 ,5)
AP-2Th-H6 understanding the importance of action and reaction in planning, producing,

and performing scripts;
(1, 2)
AP-2Th-H7 creating consistent characters in formal and informal theatre, film, television,
or electronic media productions;
(1, 2, 3 )
AP-2Th-H8 integrating relationships among theatre, other arts, and disciplines outside the
arts.
(1, 4)

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FOCUS
history itself.
STANDARD
BENCHMARKS K-4
HP-3Th-E1 recognizing and discussing the differences in various cultures;

(1)
HP-3Th-E2 recognizing and identifying characters and their relationships through simple
performances;
(2)
HP-3Th-E3 recognizing and identifying various feelings exhibited by characters through

simple performances;
(1, 2)
HP-3Th-E4 exploring and demonstrating the language of theatre arts through role playing;
(1)
HP-3Th-E5 exploring elementary language used in theatrical characterization;

(1, 2)
HP-3Th-E6 recognizing and identifying universal themes reflected in various cultures.

(2)

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BENCHMARKS 5-8
HP-3Th-M1 analyzing relationships between artistic expression and artistic choices in
various cultures;
(1, 2, 4)
HP-3Th-M2 understanding patterns, styles, conventions, and trends in communication and

theatre arts;
(1, 2, 4)
HP-3Th-M3 using terminology and language appropriate to theatrical environments,

situations, and characters;
(1, 2)
HP-3Th-M4 using cultural and historical information to support period costumes, scripted
scenes, scenery, and make-up;
(1, 4)
HP-3Th-M5 expressing and comparing personal reactions to historical and cultural

productions;
(1, 4)
HP-3Th-M6 identifying and discussing ways in which theme has been revealed and
developed in various cultures.
(2, 4)
BENCHMARKS 9-12
HP-3Th-H1 recognizing and analyzing the universality of theme, situation, and motivation
across cultures and time;
(1, 2, 4)
HP-3Th-H2 demonstrating a knowledge of history and the literature of theatre arts as

communication;
(1, 2, 4)
HP-3Th-H3 developing and analyzing social and cultural awareness through exposure to
theatrical productions;
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(1, 2, 5)
HP-3Th-H4 developing and applying an understanding of the theories, forms, and cultural
histories of communication in theatre arts;
(1, 2, 4)
HP-3Th-H5 analyzing social meanings from productions and performances from a variety
of cultural.and historical periods;
(1, 3, 4)
HP-3Th-H6 analyzing through a historical perspective the form and content of cultural
works.
(1, 2, 4)

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CRITICAL ANALYSIS
FOCUS
STANDARD
BENCHMARKS K-4
CA-4Th-E1 recognizing and responding to a variety of media experiences;

(1, 4)
CA-4Th-E2 expressing personal feelings about scripts and performances;

(1)
CA-4Th-E3 identifying the differences between media representation, reality, and role
playing;
(1, 2)
CA-4Th-E4 demonstrating appropriate behavior during a performance;

(1, 5)
CA-4Th-E5 recognizing, identifying, and using theatre arts as a medium for illustrating
social issues;
(1, 2)
CA-4Th-E6 recognizing and identifying various elements of the theatrical process: stage,
costumes, scenery, etc.
(1, 2)

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CA-4Th-E7 recognizing and identifying representative theatre artists in various cultures

and historical periods.
(1, 2, 5)
BENCHMARKS 5-8
CA-4Th-M1 demonstrating and understanding the basic principles and elements of media
communication (e.g., video, radio, television, stage, movie, etc.);
(1, 4)
CA-4Th-M2 participating in a critique of scripts, productions, actors, costumes, and

performances;
(1, 2)
CA-4Th-M3 identifying levels and dimensions of characterization;

(2)
CA-4Th-M4 demonstrating appropriate audience etiquette;

(1, 4, 5)
CA-4Th-M5 relating social meanings inherent in performances to societal issues;

(1, 2)
CA-4Th-M6 expanding the theatrical elements while assuming roles of various artists in the
theatre;
(2, 4)
CA-4Th-M7 identifying and comparing the lives, works, and influence of representative
theatre artists in various cultures and historical periods.
(1, 2, 5)
BENCHMARKS 9-12
CA-4Th-H1 analyzing how performers/presenters use movement, voice, language, and the
technical elements to communicate through media;
(1, 3, 4)

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05/22/97 .
CA-4Th-H2 selecting, analyzing, and interpreting the various aspects of selected theatrical
work based on researched information (e.g., playwright, period, actors, location,
costuming, directing);
(1, 2, 5)
CA-4Th-H3 reacting appropriately at given moments from the perspective of a character;

(1, 2)
CA-4Th-H4 reacting appropriately at given moments from the perspective of the audience;
(1, 4, 5)
CA-4Th-H5 analyzing social meanings in the context of interpersonal, national, and

international perspectives;
(1, 2, 5)
CA-4Th-H6 exploring and demonstrating roles of theatre artists in a production;

(2, 4)
CA-4Th-H7 identifying and comparing the lives, works, and influence of representative
theatre artists in various cultures and historical periods.
(1, 2, 5)

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SECTION 2: THEATRE ARTS

CREATIVE EXPRESSION
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 exploring and identifying exploring self-expression and developing interpersonal
various emotions in various emotions individually skills as an individual and
interpersonal settings; and in groups; as a performer;
(1, 4) (1, 4, 5) (1, 5)
Benchmark 2 interacting in group situations understanding role playing in understanding and stating
and demonstrating single and interpersonal rules in group
differentiation of roles relationships; performance while
through experimentation and (2, 4) expanding dramatic
role playing; elements in improvisation;
(1, 2, 3, 4, 5) (1, 2, 4, 5)
Benchmark 3 identifying and exhibiting utilizing role playing to demonstrating effective

physical and emotional demonstrate performance use of physical and vocal
dimensions of characterization techniques, both physically techniques while
through experimentation and and vocally, in different developing roles in group
role playing; relationships appropriate to a performance;
(4) variety of characters; (1, 2, 4)
(2, 4)
Benchmark 4 developing story lines for writing scripts for comparing and
improvisation, improvisational exercises contrasting theatrical
(1, 2, 4) while exploring dimensions of writing styles and
the dramatic form individually conventions.
and in groups (e.g., costuming, (1, 2, 4)
set design, make-up).
(1, 2, 4, 5)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 recognizing and discussing recognizing and discussing expanding interpretation
sensory experiences and the individual differences in of sensory perception,
motivations for emotions; sensory and emotional character relationships,
(2, 4) perceptions; character transformation,
(2, 3, 4) and cultural and social
concerns;
(1, 2, 4)
Benchmark 2 imitating and responding to understanding individual and discussing and responding
ideas, feelings, behaviors, group roles through the to drama with new ideas,
roles, and life experiences; exploration of theatrical acceptance of ideas,
(1, 3) methods; reactions to stimuli, and
(1, 4) evaluation criteria;
(2, 4)
Benchmark 3 exploring actions that express exploring and understanding selecting and practicing
thoughts, feelings, and expression, action, reaction, physical attributes and
characters; movement, and space in the movement qualities that
(1, 4) drama process; enhance characterization
(4) and interpret
psychological motivation;
(1, 4)
Benchmark 4 imitating sounds, sound understanding voice exploring use of language

combinations, and nonverbal mechanism in representing and recognizing the
communication to express self, role, scene dialogue, and development of voice for
moods, feelings, and emotions; character; expression, thought, and
(1, 4) (1, 4) meaning;
(1, 4)
Benchmark 5 understanding the basics of understanding and responding constructing social and
interaction, listening, and to philosophical and social personal meaning from
responding while developing concerns displayed in informal and formal
audience etiquette; conventional and productions;
(1, 5) unconventional dramatic (2, 4, 5)
roles;
(4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 6 exploring improvisation to interacting spontaneously and understanding the
express thoughts and feelings; flexibly through discussion importance of action and
(1) and scene enactment; reaction in planning,
(1) producing, and
performing scripts;
(1, 2)
Benchmark 7 recording dialogue for identifying and understanding creating consistent

developing skills in theatre the origins of contemporary characters in formal and
arts; processes, techniques, and informal theatre, film,
(1, 3) interpretations; television, or electronic
(1) media productions;
(1, 2, 3)
Benchmark 8 understanding relationships exploring relationships among integrating relationships

among theatre, other arts, and theatre, other arts, and among theatre, other arts,
disciplines outside the arts. disciplines outside the arts. and disciplines outside the
(1, 4) (1, 4) arts.
(1, 4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 recognizing and discussing the analyzing relationships recognizing and analyzing
differences in various cultures; between artistic expression the universality of theme,
(1) and artistic choices in various situation, and motivation
cultures; across cultures and time;
(1, 2, 4) (1, 2, 4)
Benchmark 2 recognizing and identifying understanding patterns, styles, demonstrating a
characters and their conventions, and trends in knowledge of history and
relationships through simple communication and theatre the literature of theatre
performances; arts; arts as communication;
(2) (1, 2, 4) (1, 2, 4)
Benchmark 3 recognizing and identifying using terminology and developing and analyzing
various feelings exhibited by language appropriate to social and cultural
characters through simple theatrical environments, awareness through
performances; situations, and characters; exposure to theatrical
(1, 2) (1, 2) productions;
(1, 2, 5)
Benchmark 4 exploring and demonstrating using cultural and historical developing and applying
the language of theatre arts information to support period an understanding of the
through role playing; costumes, scripted scenes, theories, forms, and
(1) scenery, and make-up; cultural histories of
(1, 4) communication in theatre
arts;
(1, 2, 4)
Benchmark 5 exploring elementary language expressing and comparing analyzing social meanings
used in theatrical personal reactions to historical of productions and
characterization; and cultural productions; performances from a
(1, 2) (1, 4) variety of cultural and
historical periods;
(1, 3, 4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 6 recognizing and identifying identifying and discussing analyzing through a
universal themes reflected in ways in which theme has been historical perspective the
various cultures.
(2)
revealed and developed in
SECTION irr-feKtRE ARTral4)

Ru.
form and content of
orks
CRITICAL ANALYSIS
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 recognizing and responding to demonstrating and analyzing how performers/
a variety of media experiences; understanding the basic presenters use movement,
(1, 4) principles and elements of voice, language, and the
media communication (e.g., technical elements to
video, radio, television, stage, communicate through
movie); media;
(1, 4) (1, 3, 4)
Benchmark 2 expressing personal feelings participating in a critique of selecting, analyzing, and
about scripts and scripts, productions, actors, interpreting the various
performances; costumes, and performances; aspects of selected
(1) (1, 2) theatrical work based on
researched information
(e.g., playwright, period,
actors, location, costuming,
directing);
(1, 2, 5)
Benchmark 3 identifying the differences identifying levels and reacting appropriately at
among media representation, dimensions of characterization; given moments from the
reality, and role playing; (2) perspective of a character;
(1, 2) (1, 2)
Benchmark 4 demonstrating appropriate demonstrating appropriate reacting appropriately at
behavior during a audience etiquette; given moments from the
performance; (1, 4, 5) perspective of the
(1, 5) audience;
(1, 4, 5)
Benchmark 5 recognizing, identifying, and relating social meanings analyzing social meanings
using theatre arts as a medium inherent in performances to in the context of
for illustrating social issues; societal issues; interpersonal, national,
(1, 2) (1, 2) and international
perspectives;
(1, 2, 5)

46 Page 43
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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 6 recognizing and identifying expanding the theatrical exploring and
various elements of the elements while assuming roles demonstrating roles of
theatrical process: stage, of various artists in the theatre; theatre artists in a
costumes, scenery, etc.; (2, 4) production;
(1, 2) (2, 4)
Benchmark 7 recognizing and identifying identifying and comparing the identifying and comparing
representative theatre artists in lives, works, and influence of the lives, works, and
various cultures and historical representative theatre artists in influence of representative
periods, various cultures and historical theatre artists in various
(1, 2, 5) periods, cultures and historical
(1, 2, 5) periods.
(1, 2, 5)
VISUAL ARTS

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CREATIVE EXpRESSION
FOCUS
society.
STANDARD
BENCHMARKS K-4
CE-1VA-E1 exploring imagery from a variety of sources and demonstrating visual
representation;
(1, 2)
CE-1VA-E2 exploring techniques and technologies for visual expression and

communication;
(2, 3)
CE-1VA-E3 using art vocabulary, elements and principles of design to communicate the
language of art;
(1, 2)
CE-1VA-E4 exploring and identifying art careers across the disciplines and cultures;
(2, 4)
CE-1VA-E5 working individually and as a group member in a responsible and productive

manner;
(1, 5)
CE-1VA-E6 understanding relationships among the arts and other disciplines outside the
arts;
(4)

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CE-1VA-E7 maintaining an individual journal or sketchbook.

(1, 4)
BENCHMARKS 5-8
CE-1VA-M1 demonstrating art methods and techniques in visual representations based on
research of imagery;
(1, 2)
CE-1VA-M2 selecting ahd applying media, techniques, and technology to visually express
and communicate;
(1, 2, 3)
CE-1VA-M3 using the elements and principles of design to visually express individual ideas;
(1, 2)
CE-1VA-M4 communicating knowledge of art concepts and relationships among various

cultures, disciplines, and art careers;
(2, 4)
CE-1VA-M5 producing ideas for art productions while engaging in both individual and
group activities;
(1, 5)
CE-1VA-M6 identifying the relationships between the arts and other disciplines through art
production.
(4)
CE-1VA-M7 maintaining a sketchbook or journal and developing a portfolio.

(1, 4) .
BENCHMARKS 9-12
CE-1VA-H1 producing works of art that successfully convey a central thought based on
ideas, feelings, and memories;
(1, 2)
CE-1VA-H2 applying a variety of media techniques, technologies, and processes for visual
expression and communication;

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05/22/97
(2, 3) .
CE-1VA-H3 recognizing and utilizing individual expression through the use of the elements
of design while exploring compositional problems;
(1, 2)
CE-1VA-H4 producing a visual representation of ideas derived through the study of various
cultures, disciplines, and art careers;
(2, 4)
CE-1VA-H5 producing imaginative works of art generated from individual and group ideas;
(1, 5)
CE-1VA-H6 producing works of art which describe and connect art with other disciplines;
(4)
CE-1VA-H7 maintaining a sketchbook or journal and developing a portfolio.

(1, 4)

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FOCUS
personal conclusions abdut the values in works of art.
STANDARD
BENCHMARKS K-4
AP-2VA-E1 developing skills in using elementary vocabulary, including the elements of

design, to critique individual works and that of others;
(1, 5)
AP-2VA-E2 recognizing that concepts, such as beauty and taste, are determined by culture
and differ from person to person;
(1, 5)
AP-2VA-E3 discussing the role and status of the artist and how art is used in daily life, in the
workplace; and within the community;
(3, 4, 5)
AP-2VA-E4 recognizing the difference between judgment and preference in art;

(2, 3)
AP-2VA-E5 participating in elementary inquiry into the basic question "What is art?"
(1, 2, 3, 4, 5)
BENCHMARKS 5-8

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05/22/97
AP-2VA-M1 using art elements, principles of design, and art vocabulary for responding to
the aesthetic qualities of a work of art;
(1, 3)
AP-2VA-M2 developing and communicating an awareness of the ideas and creations of

others, and a recognition that concepts, like beauty and taste, differ by culture;
(1, 5)
AP-2VA-M3 identifying and exploring the meaning of art and the relationship of the role of
artists to their culture and environment;
(3, 4, 5)
AP-2VA-M4 demonstrating awareness of new ideas, possibilities, options, and situations

pertaining to the art world;
(2, 3)
AP-2VA-M5 identifying , reflecting, and distinguishing differences of images, symbols, and

sensory qualities seen in a work of art and in those of nature.
(1)
BENCHMARKS 9-12
AP-2VA-H1 using an expanded art/design vocabulary when responding to the aesthetic

qualities of a work of art;
(113)
AP-2VA-H2 analyzing unique characteristics of art as it reflects the quality of everyday life
in various cultures;
(1, 5)
AP-2VA-H3 using descriptors, analogies, and other metaphors to describe interrelationships

observed in works of art, nature, and the total environment;
(3, 4, 5)
AP-2VA-H4 assimilating the multiple possibilities and options available for artistic
expression;
(2, 3)
AP-2VA-H5 questioning/weighing evidence and information, examining intuitive reactions,

and drawing personal conclusions about works of art.
(1)

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05/22/97
FOCUS
history itself.
STANDARD
BENCHMARKS K-4
HP-3VA-E1 recognizing art works by subjects, cultures, and time periods;

(1, 2)
HP-3VA-E2 verbalizing how visual symbols communicate a universal language;

(1, 4, 5)
HP-3VA-E3 exploring and discussing art images from the past and the present;
(1, 3, 4)
HP-3VA-E4 identifying media used in art works throughout history;

(2, 3)
HP-3VA-E5 describing ways the visual arts are used in daily life.
(1, 2, 4, 5)
BENCHMARKS 5-8
HP-3VA-M1 recognizing and classifying works of art by their style, theme, time period, and
culture;
(1, 2)

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HP-3VA-M2 understanding how works of art cross historical, geographical, and political
boundaries;
(1, 4, 5)
HP-3VA-M3 recognizing the significance of themes, symbols, and ideas in art that convey
messages from the past and the present;
(1, 3, 4)
HP-3VA-M4 analyzing and identifying media and techniques used by artists throughout
history;
(2, 3)
HP-3VA-M5 using individual artistic abilities and cultural influences to understand the arts
within the community.
(1, 2, 4, 5)
BENCHMARKS 9-12
HP-3VA-H1 categorizing specific styles and periods of art as they relate to various cultural,
political, and economic conditions;
(1, 2)
HP-3VA-H2 analyzing how works of art cross geographical, political, and historical
boundaries;
(1, 4, 5)
HP-3VA-H3 comparing and contrasting ways art has been used as a means of
communication throughout history;
(1, 2, 3, 4)
IIP-3VA-H4 analyzing materials, technologies, media, and processes of the visual arts
throughout history;
(2, 3)
HP-3VA-H5 identifying the roles of artists who have achieved recognition and ways their
works have influenced the community.
(1, 2, 4, 5) .

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CRITICAL ANALYSIS
FOCUS
STANDARD
BENCHMARKS K-4
CA-4VA-E1 viewing works of art, expressing an opinion, and justifying individual
viewpoints;
(1, 2, 3)
CA-4VA-E2 working individually or collectively to identify symbols and images in art and
in other core curricula;
(2, 3, 5)
CA-4VA-E3 identifying works of art by media, subject matter, and culture;

(2, 3)
CA-4VA-E4 relating individual and collective knowledge and experiences to works of art in
forming opinions;
(1, 2, 3, 4)
CA-4VA-E5 expressing personal feelings or judgments about works of art and explaining
negative or positive comments.
(1, 2)
BENCHMARKS 5-8
CA-4VA-M1 observing works of art and describing through visual, verbal, or written
avenues how artists use the design elements and principles;

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05/22/97
(1, 2, 3)
CA-4VA-M2 working individually/collectively to analyze/interpret symbols and images for
meaning, purpose, and value in art and other core curricula;
(2, 3, 5)
CA-4VA-M3 classifying the style, period, media, and culture in works of art;
(2, 3)
CA-4VA-M4 discussing .how culture influences artists' use of media, subject mafter, symbols,
and themes in relation to works of art;
(1, 2, 3, 4)
CA-4VA-M5 developing judgments about works of art and justifying negative or positive
comments while respecting the views of others.
(2, 3, 5)
BENCHMARKS 9-12
CA-4VA-H1 translating knowledge of the design elements and principles to communicate

individual ideas;
(1, 2, 3)
CA-4VA-H2 working individually/collectively to compare and contrast symbols and images

in the visual arts within historical periods and in other core curricula;
(2, 3, 4)
CA-4VA-H3 comparingand contrasting the processes, subjects, and media of the visual arts;
(2, 3)
CA-4VA-H4 analyzing how specific works are created and how they relate to cultures and to
historical periods;
(1, 2, 3, 4)
CA-4VA-H5 selecting and analyzing a work of art and giving a personal interpretation of
that work based on information researched.
(2, 5)

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SECTION 3: VISUAL ARTS

CREATIVE EXPRESSION
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 exploring imagery from a demonstrating art methods producing works of art
variety of sources and and techniques in visual that successfully convey a
demonstrating visual representations based on central thought based on
representation; research of imagery; ideas, feelings, and
(1, 2) (1, 2) memories;
(1, 2)
Benchmark 2 exploring techniques and selecting and applying media, applying a variety of
technologies for visual techniques, and technology to media techniques,
expression and visually express and technologies, and
communication; communicate visually; processes for visual
(2, 3) (1, 2) expression and
communication;
(2, 3)
Benchmark 3 using art vocabulary, using the elements and recognizing and utilizing
elements, and principles of principles of design to visually individual expression
design to communicate the express individual ideas through the use of the
language of art; visually; elements of design while
(1, 2) (1, 2) exploring compositional
problems;
(1, 2)
Benchmark 4 exploring and identifying art communicating knowledge of producing a visual
careers across the disciplines art concepts and relationships representation of ideas
and cultures; among various cultures, derived through the study
(2, 4) disciplines, and art careers; of various cultures,
(2, 4) disciplines, and art
careers;
(2, 4)
Benchmark 5 working individually and as a producing ideas for art producing imaginative
group member in a productions while engaging in works of art generated
responsible and' productive both individual and group from individual and group
manner; activities; ideas;
(1, 5) (1, 5) (1, 5)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 6 understanding relationships identifying the relationships producing works of art
among the arts and other between the arts and other which describe and
disciplines outside the arts; disciplines through art connect art with other
(4) production; disciplines;
. (4) (4)
Benchmark 7 maintaining an individual maintaining a sketchbook or maintaining a sketchbook
journal or sketchbook. journal and developing a or journal and developing
(1, 4) portfolio, a portfolio.
(1, 4) (1, 4)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 developing skills in using using art elements, principles using an expanded
elementary vocabulary, ' of design, and art vocabulary art/design vocabulary
including the elements of for responding to the aesthetic when responding to the
design, to critique individual qualities of a work of art; aesthetic qualities of a
work and that of others; (1, 3) work of art;
(1, 5) (1, 3)
Benchmark 2 recognizing that concepts, developing and analyzing unique

such as beauty and taste, are communicating an awareness characteristics of art as it
determined by culture and of the ideas and creations of reflects the quality of
differ from person to person; others, and recognizing that everyday life in various
(1, 5) concepts, like beauty and cultures;
taste, differ by culture; (1, 5)
(1, 5)
Benchmark 3 discussing the role and status identifying and exploring the using descriptors,
of the artist and how art is meaning of art and the role of analogies, and other
used in daily life, in the artists in their culture and metaphors to describe
workplace, and within the environment; interrelationships
community; (3, 4, 5) observed in works of art,
(3, 4, 5) nature, and the total
environment;
(3, 4, 5)
Benchmark 4 recognizing the difference demonstrating awareness of assimilating the multiple

between judgment and new ideas, possibilities, possibilities and options
preference in art; options, and situations available for artistic
(2, 3) pertaining to the art world; expression;
(2, 3) (2, 3)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 5 participating in elementary identifying, reflecting, and questioning/weighing
inquiry into the basic question distinguishing differences of evidence and information,
"What is art?" images, symbols, and sensory examining intuitive
(1, 2, 3, 4, 5) qualities seen in a work of art reactions, and drawing
and in those in nature, personal conclusions
(I) about works of art.
(1)

GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 recognizing art works by recognizing and classifying categorizing specific styles
subjects, cultures, and time works of art by their style, and periods of art as they
periods; theme, time period, and relate to various cultural,
(1, 2) culture; political, and economic
(1, 2) conditions;
(1,2)
Benchmark 2 verbalizing how visual understanding how works of analyzing how works of
symbols communicate a art cross historical, art cross geographical,
universal language; geographical, and political political, and historical
(1, 4, 5) boundaries; boundaries;
(1, 4, 5) (1, 4, 5)
Benchmark 3 exploring and discussing art recognizing the significance of comparing and
images from the past and the themes, symbols, and ideas in contrasting ways art has
present; art that convey messages from been used as a means of
(1, 3, 4) the past and present; communication
(1, 3, 4) throughout history;
(1, 2, 3, 4)
Benchmark 4 identifying media used in art analyzing and identifying analyzing materials,
works throughout history; media and techniques used by technologies, media, and
(2, 3) artists throughout history; processes of the visual arts
(2, 3) throughout history;
(2, 3)

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GRADE K-4 5-8 9-12

CLUSTER
Benchmark 5 describing ways the visual arts using individual artistic identifying the roles of
are used in daily life, abilities and cultural artists who have achieved
(1, 2, 4, 5) influences to understand the recognition and ways
arts within the community, their works have
(1, 2, 4, 5) influenced the community.
(1, 2, 4, 5)

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05/22/97

CRITICAL ANALYSIS
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 viewing works of art, observing works of art and translating knowledge of
expressing an opinion, and describing through visual, the design elements and
justifying individual verbal, or written avenues how principles to communicate
viewpoints; artists use the design elements individual ideas;
(1, 2, 3) and principles; (1, 2, 3)
(1, 2, 3)
Benchmark 2 working individually or working individually/ working individually/

collectively to identify symbols collectively to collectively to compare
and images in art and other analyze/interpret symbols and and contrast symbols and
core curricula; images for meaning, purpose, images in the visual arts
(2, 3, 5) and value in art and other within historical periods
core curricula; and in other core
(2, 3, 5) curricula;
(2, 3, 4)
Benchmark 3 identifying works of art by classifying the style, period, comparing and
media, subject matter, and media, and culture in works of contrasting the processes,
culture; art; subjects, and media of the
(2, 3) (2, 3) visual arts;
(2, 3)
Benchmark 4 relating individual and discussing how culture analyzing how specific
collective knowledge and influences artists' use of works are created and
experiences to works of art in media, subject matter, how they relate to cultures
forming opinions; symbols, and themes in and to historical periods;
(1, 2, 3, 4) relation to works of art; (1, 2, 3, 4)
(1, 2, 3 ,4)
Benchmark 5 expressing personal feelings or developing judgments about selecting and analyzing a
judgments about works of art works of art and justifying work of art and giving a
and explaining negative or negative or positive comments personal interpretation of
positive comments. while respecting the views of that work based on
(1, 2). others. information researched.
(2, 3, 5) (2, 5)

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MUSIC

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CREATIVE EXPRESSION
FOCUS
society.
STANDARD
organizational abilities. .
BENCHMARKS K-4
CE-1M-E1 listening to, recognizing, and imitating elementary tunes and rhythmic patterns
for voice, musical instruments, and other sound sources;
(1, 4)
CE-1M-E2 identifying elementary notational symbols and vocabulary that convey precise
musical meaning;
(3, 4)
CE-1M-E3 performing and composing elementary musical ideas;

(1, 2, 3)
CE-1M-E4 exploring elementary elements of music, utilizing available mediums, such as

voice, musical instrument, and/or electronic technology;
(3)
CE-1M-E5 participating in organized activities including singing, playing, and movement;

(1, 5)
CE-1M-E6 identifying and responding to elements of music through listening activities;

(1)

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CE-1M-E7 understanding relationships among music, other arts, and disciplines outside
the arts.
(2, 3, 4)
BENCHMARKS 5-8
CE-1M-M1 listening to and identifying melodic and rhythmic patterns for voice and musical
instruments, individually and in groups;
(1, 4)
CE-1M-M2 interpreting elementary symbols and vocabulary that convey precise musical
meaning;
(2, 3, 4)
CE-1M-M3 performing and composing written music;

(1, 2, 3)
CE-1M-M4 identifying and demonstrating elements of music, utilizing available mediums,

such as voice, musical instrument, and/or electronic technology;
(1, 2, 4)
CE-1M-M5 performing in organized activities including singing, playing, and movement;

(1, 5)
CE-1M-M6 exploring the elements of music through listening to a variety of musical

examples;
(1, 4)
CE-1M-M7 investigating relationships among music, other arts, and disciplines outside the
arts.
(2, 3, 4)
BENCHMARKS 9-12
CE-1M-H1 creating and improvising advanced musical forms individually and in groups,
utilizing the voice and/or musical instruments;
(1, 2, 4)

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05/22/97
CE-1M-H2 applying with greater technical accuracy notational symbols and vocabulary
that convey precise musical meaning;
(2, 3, 4)
CE-1M-H3 performing and composing more complex compositions;

(1, 2, 3)
CE-1M-H4 interpreting and applying the elements of music through utilizing preferred
medium of choice;
(1, 4, 5)
CE-1M-H5 performing in organized activities using a performance medium;

(1, 5)
CE-1M-H6 analyzing the elements of music through listening to a variety of musical

examples;
(2, 4)
CE-1M-H7 identifying commonalities and differences between music and other content
disciplines.
(2, 3, 4)

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FOCUS
The study of aesthetics, o'r the philosophy of the arts, supplies the individual with a structure
personal conclusions about the values in works of art.
STANDARD
BENCHMARKS K-4
AP-2M-E1 using elementary vocabulary of music to critique individual work and that of
others;
(1, 2, 4)
AP-2M-E2 developing and communicating an awareness of the ideas and creations of

others through the study of music;
(1, 5)
AP-2M-E3 discussing how music is used in daily life, in the workplace, and within the
community;
(1, 4, 5)
AP-2M-E4 communicating an awareness of the many choices available in the creative

process of music;
(1, 3, 4)
AP-2M-E5 recognizing musical elements in compositions.

(2, 4)

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05/22/97
BENCHMARKS 5-8
AP-2M-M1 using musical elements and principles for responding to the aesthetic qualities
of musical compositions;
(1, 2, 3, 4)
AP-2M-M2 recognizing that the concept of beauty differs from culture to culture;
(4, 5)
AP-2M-M3 identifying and exploring the meaning of music and the roles of musicians in
their cultures and environments;
(3, 4, 5)
AP-2M-M4 communicating new ideas, possibilities, options, and situations pertaining to the
music world;
(1, 3, 4)
AP-2M-M5 reflecting and distinguishing differences heard in melody, rhythm, timbre, and
form.
(2, 4)
BENCHMARKS 9-12
AP-2M-H1 using an expanded vocabulary when responding to the expressive qualities of

music;
(1, 4)
AP-2M-H2 analyzing the unique characteristics of music used for different purposes in
various cultures;
(2, 4, 5)
AP-2M-H3 expressing the impact of music on our senses, intellects, and emotions;
(1, 4, 5)
AP-2M-H4 assimilating and communicating the multiple possibilities and options available
for artistic expression in music;
(1, 3, 4)

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05/22/97
AP-2M-H5 questioning, weighing evidence and information, examining intuitive reactions,

and drawing personal conclusions about music.
(2, 4)

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05/22/97
FOCUS
history itself.
STANDARD
BENCHMARKS K-4
HP-3M-E1 identifying musical styles representative of various cultures;

(4)
HP-3M-E2 exploring and discussing music designed for various purposes within historical
and cultural contexts;
(1, 3, 4)
HP-3M-E3 recognizing instruments used by musicians in various cultures.

(2)
BENCHMARKS 5-8
HP-3M-M1 understanding characteristics of musical styles representative of various

historical periods and cultures;
(2, 4)
HP-3M-M2 distinguishing the differences in music designed for various purposes in

different historical and cultural contexts;
(2, 4)

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05/22/97
HP-3M-M3 understanding the role of musicians in various cultures.

(3, 4)
BENCHMARKS 9-12
HP-3M-H1 demonstrating knowledge of musical styles that represent various historical

periods and cultures;
(1, 3)
HP-3M-H2 analyzing the role of music as it relates to the needs of society;
(2, 5)
HP-3M-H3 analyzing various roles of musicians and identifying representative individuals

who have functioned in these roles.
(2, 4)

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CRITICAL ANALYSIS
FOCUS
STANDARD
BENCHMARKS K-4
CA-4M-E1 participating in musical experiences with an awareness of simple musical

elements, forms, and styles;
(1, 5)
CA-4M-E2 demonstrating behavior appropriate for the context and style of music
performed, both as audience and performer;
(1, 4, 5)
CA-4M-E3 exploring music as a part of celebrations, ceremonies, and many other special
occasions;
(3, 4)
CA-4M-E4 exploring music as a universal art derived from diverse backgrounds.

(3, 4, 5)
BENCHMARKS 5-8
CA-4M-M1 demonstrating and discussing behavior appropriate for the context and style of
music performed, both as audience and performer;
(1, 4)

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05/22/97
CA-4M-M2 describing musical experiences using basic elements, forms, and styles;
(1, 4, 5)
CA-4M-M3 recognizing and identifying music as to function, purpose, and appropriateness

as related to celebrations, ceremonies, and other events;
(3, 4, 5)
CA-4M-M4 recognizing historical or cultural characteristics that determine the source of a

musical style.
(2, 3, 4)
BENCHMARKS 9-12
CA-4M-H1 making judgments about musical experiences and applying the appropriate
vocabulary to describe that experience;
(1, 2, 4, 5)
CA-4M-H2 experiencing and evaluating behavior appropriate for the context and style of
music performed, both as audience and performer;
(1, 2, 4, 5)
CA-4M-H3 analyzing appropriate choices of music according to function;

(3, 4, 5)
CA-4M-H4 defending choices for musical selections.

(1, 5)

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SECTION 4: MUSIC
CREATIVE EXPRESSION
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 listening to, recognizing, and listening to and identifying creating and improvising
imitating elementary tunes melodic and rhythmic patterns advanced musical forms
and rhythmic patterns for for voice and musical individually and in
voice, musical instruments, instruments, individually and groups, utilizing the voice
and other sound sources; in groups; and/or musical
(1, 4) (1, 4) instruments;
(1, 2, 4)
Benchmark 2 identifying elementary interpreting elementary applying with greater
notational symbols and symbols and vocabulary that technical accuracy
vocabulary that convey convey precise musical notational symbols and
precise musical meaning; meaning; vocabulary that convey
(3, 4) (2, 3, 4) precise musical meaning;
(2, 3, 4)
Benchmark 3 performing and composing performing and composing performing and
elementary musical ideas; written music; composing more complex
(1, 2, 3) (1, 2, 3) compositions;
(1, 2, 3)
Benchmark 4 exploring elementary elements identifying and demonstrating interpreting and applying
of music utilizing available elements of music, utilizing the elements of music
mediums, such as voice, available mediums, such as through utilizing
musical instrument, and/or voice, musical instrument, preferred medium of
electronic technology; and/or electronic technology; choice;
(3) (1, 4) (1, 4, 5)
Benchmark 5 participating in organized performing in organized performing in organized
activities including singing, activities including activities using a
playing, and mdvement; singing, playing, and performance medium;
(1, 5) movement; (11 5)
(1, 5)
Benchmark 6 identifying and responding to exploring the elements of analyzing the elements of
elements of music through music through listening to a music through listening to
listening activities; variety of musical examples; a variety of musical
(1) (1, 4) examples;
(2, 4)

75 Page 73
05/22/97
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 7 understanding relationships investigating relationships identifying commonalities
among music, other arts, and among music, other arts, and and differences between
disciplines outside the arts. disciplines outside the arts. music and other content
(2, 3, 4) (2, 3, 4) disciplines.
(2, 3, 4)
SECTION 4: MUSIC
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 using elementary vocabulary using music elements and using an expanded
of music to critique individual principles for responding to vocabulary when
work and that of others; the aesthetic qualities of responding to the
(1, 2, 4) musical compositions; expressive qualities of
(1, 2, 3, 4) music;
(1, 4)
Benchmark 2 developing and recognizing that the concept of analyzing the unique
communicating an awareness beauty differs from culture to characteristics of music
of the ideas and creations of culture; used for different
others through the study of (4, 5) purposes in various
music; cultures;
(1, 5) (2, 4, 5)
Benchmark 3 discussing how music is used identifying and exploring the expressing the impact of
in daily life, in the workplace, meaning of music and the music on our senses,
and within the community; roles of musicians in their intellects, and emotions;
(1, 4, 5) cultures and environment; (1, 4, 5)
(3, 4, 5)
Benchmark 4 communicating an awareness communicating new ideas, assimilating and

of the many choices available possibilities, options, and communicating the
in the creative process of situations pertaining to the multiple possibilities and
music; music world; options available for
(1, 3, 4) (1, 3, 4) artistic expression in
music;
(1, 3, 4)

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05/22/97
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 5 recognizing musical elements reflecting and distinguishing questioning, weighing
in compositions. differences heard in melody, evidence and information,
(2, 4) rhythm, timbre, and form. examining intuitive
(2, 4) reactions, and drawing
personal conclusions
about music.
(2, 4)

77 Page 75
05/22/97
SECTION 4: MUSIC
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 identifying musical styles understanding characteristics demonstrating knowledge
representative of various of musical styles of musical styles that
cultures; representative of various represent various
(4) historical periods and historical periods and
cultures; cultures;
(2, 4) (1, 3)
Benchmark 2 exploring and discussing distinguishing the differences analyzing the role of
music designed for various in music designed for various music as it relates to the
purposes within historical and purposes in different historical needs of society;
cultural contexts; and cultural contexts; (2, 5)
(1, 3, 4) (2, 4)
Benchmark 3 recognizing instruments used understanding the role of analyzing various roles of
by musicians in various musicians in various cultures. musicians and identifying
cultures. (3, 4) representative individuals
(2) who have functioned in
these roles.
(2, 4)

78 Page 76
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SECTION 4: MUSIC
CRITICAL ANALYSIS
GRADE K-4 5-8 9-12

CLUSTER
Benchmark 1 participating in.musical demonstrating and discussing making judgments about

experiences with an awareness behavior appropriate for the musical experiences and
of simple musical elements, context and style of music applying the appropriate
forms, and styles; performed, both as audience vocabulary to describe
(1, 5) and performer; that experience;
(1, 4) (1, 2, 4, 5)
Benchmark 2 demonstrating behavior describing musical experiences experiencing and

appropriate for the context using basic elements, forms, evaluating behavior
and style of music performed, and styles; appropriate for the
both as audience and (1, 4, 5) context and style of music
performer; performed, both as
(1, 4, 5) audience and performer;
(1, 2, 4, 5)
Benchmark 3 exploring music as a part of recognizing and identifying analyzing appropriate

celebrations, ceremonies, and music as to function, purpose, choices of music according
many other special occasions; and appropriateness in to function;
(3, 4) relation to celebrations, (3, 4, 5)
ceremonies, and other events;
(3, 4, 5)
Benchmark 4 exploring music as a universal recognizing historical or defending choices for

art derived from diverse cultural characteristics that musical selections.
backgrounds. determine the source of a (1, 5)
(3, 4, 5) musical style.
(2, 3, 4)

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GLOSSARY
assessment A process through which evidence is gathered in a range of

content areas to determine both a student's understanding and
the ability to apply that understanding.
benchmark A broad statement of process and/or content that is used as a

reference to develop curricula and to assess student progress.
content area A field of study or branch of knowledge formally referred to as

subject area or discipline.
content standard A description of what students should know and be able to do

through subject matter, knowledge, proficiencies, etc., gained as
a result of their education.
focus A statement describing the importance of a content strand.
foundation skills Processes that are common to all areas and levels of education
and are intended to suggest methods and objectives of
instructional strategies.
framework A document for a content area that reflects national standards

and provides a guiding vision of its content and purpose.
integrated Refers to combining the elements across the strands within a

particular content area or framework.
interdisciplinary Refers to combining the elements across the various content areas
or frameworks.
performance Refers to the level of knowledge or proficiency students should

standards manifest as a result of their education.
strands Categories within particular content areas, which may vary from
discipline to discipline. Strands are interrelated and should be
integrated rather than taught in isolation.

Page 78
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05/22/97
REFERENCES
Arizona dance, dramatic arts, music and visual arts essential skills. (1988). Phoenix: Arizona
Department of Education.
Arts education assessment and exercise specifications: Arts education consensus project.
(1994, March 5). Pre-Publication Edition prepared by the College Board approved by
the National Assessment Governing Board.
Arts education assessment framework. (1993, September). Council of Chief State School
Officers. Washington, DC: Council for Basic Education. College Board Washington
Office.
Arts education: Creating a visual arts research agenda toward the 21st century. (1996).
NAEA Commission on Research in Art Education. Reston, VA: National Art Education
Association.
Arts education principles standards: An ICFAD position. (1993, October). New York:
International Council of Fine Arts Deans in Cooperation with the American Council
for the Arts.
The College Board. Profile of SAT and achievement test takers. (1995). New York: Music
Education National Conference.
Delacruz, E. & Dunn, A. (1995). DBAE: The next generation. Art Education , 48(10), 46-53.
Dobbs, S. The DBAE handbook: An overview of the discipline-based art education. (1992).
Los Angeles: J. Paul Getty Trust.
Eisner, E. The role of discipline-based art education in America's schools. (1988). Los
Angeles: The Getty Center for Education in the Arts.
Eloquent evidence: arts at the cost of learning. (n.d.). President's Committee on the Arts and
the Humanities. Washington, DC: National Assembly of State Arts Agencies and the
National Endowment for the Arts.
Jones, L. (1995). Recipe for assessment: how Arty cooked his goose while grading art. Art
Education, 48(2),12-17.
Kendall, J. & Marzano, R. (1966). Content knowledge: A compendium of standards and
benchmarks for K-12 education. Aurora, CO: Mid-continent Regional Educational
Laboratory.
Michael, J. (Ed.). (1993). Visual arts teacher resource handbook: A practical guide for
teaching K-12 visual arts. New York: Kraus International Publications.
Moore, M. Toward a new liberal learning. (1995). Art Education, 48(10), 6-13.
National standards for arts education. (1994). Consortium of National Arts Education
Associations. Reston, VA: Music Educators National Conference.
Prisoners of time: First report of the national education commission on time and learning.
(1994, April). Washington, DC: U.S. Government Printing Office.

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05/22/97
School reform: rigorous standards, a core curriculum, and incentives for students to work
hard. (1994, Fall). American Educator, 12-13.
South Carolina visual and performing arts framework. (1993). Columbia, SC: State Board
of Education.
The state arts education consensus framework: A project of the national council of state arts
education consultants. The Council of Chief State School Officers and the Getty Center
for Education in the Arts. NCSAEC Draft, Version V.
Summary of state arts education framework: A report of the framework consensus project.
(1992). Olympia, WA: National Council of State Arts Education Consultants.

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( .6
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ACKNOWLEDGMENTS
LOUISIANA DEPARTMENT OF EDUCATION
Rebecca S. Christian
Director
Bureau of Pupil Accountability
Anne Clouatre Myrtle Kerr

Program Development Program Manager
Special Education Services Bureau of Secondary Education
Claudia Davis Martin Sotile

Section Administrator Program Manager
Bureau of Pupil Accountability Bureau of Secondary Education
Cate Heroman Rodney Watson

Assistant Director Standards Project Facilitator
Bureau of Elementary Education Bureau of Pupil Accountability
Susan Johnson Katie Young

Section Administrator Acting Section Administrator
Bureau of Elementary Education Bureau of Secondary Education

Page 81
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05/22/97
THE ARTS STANDARDS WRITING TEAM

TEAM LEADERS
Patrice S. Aiken Catherine M. Heard
Ascension Parish East Baton Rouge Parish
TEAM MEMBERS
Betty Albritton Sharon Hardwick
Livingston Parish Vernon Parish
Sally Babin Beth Harper

Calcasieu Parish Caddo Parish
Molly Buchmann Fran Hebert

East Baton Rouge Parish Lafayette Parish
Marie Cotaya Joyce O'Rourke

East Baton Rouge Parisi; East Baton Rouge Parish
Vera Dunbar Henry Price

East Baton Rouge Parish Caddo Parish
Janet Gilpin Diane Robin

Calcasieu Parish Lafayette Parish
Vickie Gruca Sandra Rossby

Calcasieu Parish Rapides Parish
Valerie Haaga Raynelle Stanage

St. Martin Parish Bossier Parish

Page 82
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05/22/97
CONTRIBUTORS TO THE INFORMATION LITERACY MODEL FOR

LIFELONG LEARNING
Brenda De Wolf
Jefferson Davis Parish
Phyllis Heroy
East Baton Rouge Parish
Linda Holmes
East Baton Rouge Parish
Penny Johnson
Caddo Parish
Go lda Jordan
St. Mary Parish
Andrea Laborde
Tangipahoa Parish
Margy Loupe
Diocese of Baton Rouge
Debbie Rollins
Rapides Parish
Mary Ellen Shifflett
St. Charles Parish
Dottie Wallace
Caddo Parish
Idella Washington
Orleans Parish

Page 83
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(Blanket) form (on file within the ERIC system), encompassing all
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This document is Federally-funded, or carries its own permission to

Li reproduce, or is otherwise in the public domain and, therefore, may
be reproduced by ERIC without a signed Reproduction Release form
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DOCUMENT RESUME

ED 430 872 SO 030 578

TITLE Louisiana Arts Content Standards. State Standards for

* from the original document. *

STATE STANDARDS FOR

U.S. DEPARTMENT OF EDUCATION

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this

Your partner for better education,

Carole Butler-Wallin, Deputy Superintendent

Billy E. Crawford, Assistant Superintendent

Mari Ann Fowler, Assistant Superintendent

Rose Hudson, Assistant Superintendent

LOUISIANA STATE BOARD OF ELEMENTARY AND

Mary L. Peabody, Executive Director

COMPONENTS OF ARTS EDUCATION 4

LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS 5

INFORMATION LITERACY MODEL FOR LIFELONG LEARNING 6

LOUISIANA ARTS STRANDS 8

LOUISIANA ARTS CONTENT STANDARDS 9

SECTION 2: THEATRE ARTS 24

SECTION 3: VISUAL ARTS 41

Louisiana Arts Content Standards

Business demands workers who possess an ability to communicate, to be flexible, and to

Louisiana Arts Content Standards

COMPONENTS OF ARTS EDUCATION

Louisiana Arts Content Standards

LOUISIANA CONTENT STANDARDS

1. Communication: A process by which information is exchanged and a concept of

2. Problem Solving: The identification of an obstacle or challenge and the subsequent

4. Linking and Generating Knowledge: The effective use of cognitive processes to

5. Citizenship: The application of the understanding of the ideals, rights, and

Louisiana Arts Content Standards

Louisiana Arts Content Standards

INFORMATION LITERACY MODEL FOR LIFELONG

1. Defining/Focusing: The first task is to recognize that an information need exists.

4. Processing Information: After recording information, students must examine and

Louisiana Arts Content Standards

5. Organizing Information: Students effectively sort, manipulate, and organize the

Louisiana Arts Content Standards

LOUISIANA ARTS STRANDS

HISTORICAL AND CULTURAL PERCEPTION

12 Louisiana Arts Content Standards

LOUISIANA ARTS CONTENT STANDARDS

HISTORICAL AND CULTURAL PERCEPTION

Louisiana Arts Content Standards

Louisiana Arts Content Standards

CE-1D-E4 using technique and expanding movement vocabulary to demonstrate an

CE-1D-E6 demonstrating an understanding of the relationship among dance, other arts,

CE-1D-M1 utilizing the elements of dance in improvisations which demonstrate elementary

CE-1D-M4 demonstrating self-monitoring and effective use of space, while improving

CE-1D-M5 developing, presenting, and evaluating a movement study designed to display

Louisiana Arts Content Standards

CE-1D-H4 incorporating self-evaluation and external evaluation to refine performance

Louisiana Arts Content Standards

AP-2D-E3 communicating an awareness of the many choices available in the creative

AP-2D-E4 discussing moods created by the works of the great choreographers;

AP-2D-E5 recognizing that there are differences between styles of dance.

Louisiana Arts Content Standards

AP-2D-M5 reflecting upon and distinguishing differences among styles of dance.