High School Fine Arts Arkansas Standards

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will incorporate personal experiences, beliefs, and biases into costume design.

I can discuss the impact of personal experiences, beliefs, and biases on costume design.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will incorporate personal experiences, beliefs, and biases into costume design.

I can discuss artistic choices with regard to societal, cultural, and historical context.

Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can discuss the influence of community values and beliefs in the creation of drama/theatre work.

Students will demonstrate sensitivity to the artistic work of others.

I can define cultural sensitivity in relation to artistic work.

Students will connect costuming with theatre history.

I can identify the connections between theatre history and costume designs and execution.

Creating

Students will generate and conceptualize artistic ideas and work.

Students will use imaginary characters and environments to inspire costuming ideas.

I can explore with guidance ideas for costumes inspired by imaginary environments and characters to support the elements of a story.

Students will explore the use of digital media to generate costuming ideas.

I can use a variety of sources to conduct research to generate ideas for costume designs.

Students will organize and develop artistic ideas and work.

Students will collaborate with a creative team to prepare for a theatrical work.

I can appreciate an actor’s contribution to a production.

I can identify the responsibilities of various costuming roles in a theatrical production.

I can understand the collaborative nature of theatre.

Students will use a variety of documents to organize costuming work.

I can describe the types of documents and materials used for design and execution of costumes.

I can use theatrical paperwork related to costume organization.

Students will refine and complete artistic work.

Students will apply self-reflection and feedback to refine costume work.

I can apply self-reflection and feedback to costume work.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Students will apply script analysis skills to costume design.

I can analyze a script of literary merit to identify characters and costume design elements.

Students will apply character analysis skills to costume design.

I can examine the manner in which costume design elements can represent character relationships in a drama/theatre work.

Students will select sources of information to inform costume design choices.

I can explore multiple sources of information to inform costume design choices.

Students will develop and refine artistic techniques and work for presentation.

Students will design and execute costume tasks.

I can identify various design theories.

I can research and execute a component of a costume design.

Students will participate in established theatrical processes.

I can identify the steps in the rehearsal process.

I can identify the steps of the costume design process.

Students will construct costume elements for a performance.

I can demonstrate a variety of hand stitches and common machine stitches.

I can identify specialized costuming tools.

Students will demonstrate appropriate safety practices.

I can demonstrate with guidance appropriate safety practices.

Students will convey meaning through the presentation of artistic work.

Students will convey the author’s intent through costume design.

I can design meaningful costumes based upon a script, prompt, or idea.

I can describe the manner in which costume design conveys the author’s intent.

Responding

Students will perceive and analyze artistic work.

Students will design and execute costume tasks.

I can discuss the contribution of costumes to the effectiveness of a production using specific terminology.

Students will interpret intent and meaning in artistic work.

Students will interpret emotional responses created by costume styles.

I can discuss the manner in which costume design choices enhance the playwright’s intent.

Students will apply criteria to evaluate artistic work.

Students will develop and apply criteria for a theatrical work.

I can evaluate designs and the execution of designs within a given set of criteria.

Students will compare personal preference and artistic merit of a drama/theatre work.

I can distinguish between personal preference and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will incorporate personal experiences, beliefs, and biases into costume design.

I can analyze the impact of personal experiences, beliefs, and biases on costume design.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will incorporate personal experiences, beliefs, and biases into costume design.

I can analyze artistic choices with regard to societal, cultural, and historical context.

Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can design and/or build a costume piece that reflects community values and beliefs.

Students will demonstrate sensitivity to the artistic work of others.

I can demonstrate personal sensitivity in relation to artistic work.

Students will connect costuming with theatre history.

I can use theatre history to increase the impact of my costume designs and execution.

Creating

Students will generate and conceptualize artistic ideas and work.

Students will use imaginary characters and environments to inspire costuming ideas.

I can use imaginary environments and characters to conceive costumes that elicit a specific audience response.

Students will explore the use of digital media to generate costuming ideas.

I can use digital media to edit and enhance costume design ideas.

Students will organize and develop artistic ideas and work.

Students will collaborate with a creative team to prepare for a theatrical work.

I can anticipate costume needs related to an actor’s role.

I can explore the contributions of various costuming roles in a theatrical production to the overall creative team.

I can collaborate to prepare a technical design or project for a drama/theatre work.

Students will use a variety of documents to organize costuming work.

I can create documents and manage materials used in the design and execution of costumes.

I can create theatrical paperwork that enhances costume organization.

Students will refine and complete artistic work.

Students will apply self-reflection and feedback to refine costume work.

I can refine costume design choices and technical solutions based on self-reflection and feedback.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Students will apply script analysis skills to costume design.

I can analyze a script of literary merit in order to make artistic choices for a costume concept.

Students will apply character analysis skills to costume design.

I can analyze a costume design intended to represent character relationships in a drama/theatre work.

Students will select sources of information to inform costume design choices.

I can select multiple sources of information to inform design and construction of costume pieces for a specific drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Students will design and execute costume tasks.

I can use design theory to execute costume tasks.

I can research and execute multiple components of costume design for a specific drama/theatre work.

Students will participate in established theatrical processes.

I can participate in the rehearsal process as a costume representative.

I can apply the design process to design and/or build costume pieces for a production.

Students will construct costume elements for a performance.

I can create a costume piece using hand or machine sewing.

I can use a variety of specialized tools to construct costume pieces.

Students will demonstrate appropriate safety practices.

I can make independent choices regarding safety practices.

Students will convey meaning through the presentation of artistic work.

Students will convey the author’s intent through costume design.

I can construct a meaningful costume piece based upon a script, prompt, or idea.

I can construct a costume that conveys the author’s intent.

Responding

Students will perceive and analyze artistic work.

Students will design and execute costume tasks.

I can analyze costume elements that contribute to the effectiveness of a specific production using specific technology.

Students will interpret intent and meaning in artistic work.

Students will interpret emotional responses created by costume styles.

I can interpret the manner in which costume design choices enhance the playwright’s intent.

Students will apply criteria to evaluate artistic work.

Students will develop and apply criteria for a theatrical work.

I can develop criteria to evaluate designs and the execution of designs.

Students will compare personal preference and artistic merit of a drama/theatre work.

I can justify a position taken on the artistic merit of a drama/theatre work.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can identify, with guidance, connections between musical works and the other arts and other contexts.

I can identify how personal experiences influence musical performances.

I can identify criteria to evaluate music with teacher guidance.

I can identify the meaning of music and the composer’s intent in a musical work with teacher guidance.

I can identify reasons for selecting music based on characteristics of the music and personal interest with teacher guidance.

I can develop proper stage and listening etiquette and performance standards with teacher guidance.

I can perform basic phrasing and expression with teacher guidance.

I can play basic written articulations with limited teacher guidance.

I can improve my tone quality, pitch, and contributions to ensemble sound with limited teacher guidance.

I can read and play basic musical notes.

I can identify basic elements of music with limited teacher guidance.

I can distinguish between music in contrasting styles with limited guidance.

I can share and reflect on short rhythmic and/ or melodic patterns.

I can create and notate a rhythmic or melodic idea with teacher guidance.

I can improvise a short rhythmic and/or melodic pattern with teacher guidance.

I can independently identify connections between musical works and the other arts and other contexts.

I can explain how personal experiences, knowledge, and skills influence musical performances.

I can independently identify criteria to evaluate music.

I can independently identify the meaning of music and the composer’s intent in a musical work.

I can independently identify reasons for selecting music based on characteristics of the music and personal interest.

I can practice proper stage and listening etiquette and performance standards with limited teacher guidance.

I can independently perform basic phrasing and expression.

I can independently play basic written articulations.

I can independently improve my tone quality, pitch, and contributions to ensemble sound.

I can read and play basic musical notation and time signatures.

I can independently describe basic elements of music.

I can independently explain the differences between music in contrasting styles.

I can share, reflect on, and refine motives, with guidance, based on teacher-provided criteria.

I can create and notate a motive with teacher guidance.

I can improvise a motive with teacher guidance.

I can explain connections between musical works and the other arts and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can develop criteria to evaluate music with teacher guidance.

I can interpret the meaning of music and the composer’s intent with teacher guidance.

I can discuss reasons for selecting music based on characteristics of the music and personal interest.

I can independently practice stage and listening etiquette and performance standards.

I can perform increasingly complex phrasing and expression with teacher guidance.

I can play increasingly complex articulations at various tempos with limited teacher guidance.

I can perform with a characteristic tone quality and identify issues with intonation and ensemble sound with limited teacher guidance.

I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, and symbols.

I can identify more complex compositional devices and expressive qualities with teacher guidance.

I can identify and apply criteria for the selection of music based on technical and expressive skills of the individual or ensemble with teacher guidance.

I can share, reflect on, and refine a rhythmic and/or melodic pattern based on collaboratively-developed criteria, using technology when available.

I can develop and notate a rhythmic and/or melodic pattern, with limited teacher guidance, using technology when available.

I can improvise a rhythmic and/or melodic pattern with limited teacher guidance.

I can analyze connections between musical works and the other arts and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can independently develop criteria to evaluate music.

I can independently interpret the meaning of music and the composer’s intent.

I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can independently perform increasingly complex phrasing and expression.

I can independently play increasingly complex articulations at various tempos.

I can independently perform with a characteristic tone quality and identify issues with intonation and ensemble sound.

I can read, play, and sight-read increasingly complex musical notation, time signatures, key signatures, symbols, and terminology.

I can independently analyze more complex compositional devices and expressive qualities.

I can independently develop criteria for the selection of music based on technical and expressive skills of the individual or ensemble.

I can share, reflect on, and refine short rhythmic and/or melodic phrases based on a motive applying collaboratively-developed criteria, using technology when available.

I can develop and notate a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance, using technology when available.

I can improvise a short rhythmic and/or melodic phrase based on a motive with limited teacher guidance.

I can research and analyze the historical and cultural relationships between music and other disciplines.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can evaluate music using collaboratively created criteria.

I can analyze the meaning of music and the composer’s intent using collaboratively created criteria.

I can use provided criteria to justify choices made when selecting music.

I can explain the impact of practicing appropriate listening etiquette and performance standards on the performance.

I can assess and adjust phrasing and expression in musical performances using collaboratively created criteria.

I can play complex articulation patterns at various tempos with increased accuracy.

I can assess and adjust tone quality, intonation, and ensemble sound, using collaboratively created criteria.

I can read, play, and sight-read advanced musical notation, time signatures, key signatures, symbols, and terminology in various languages.

I can explain how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances with limited teacher guidance.

I can identify and apply criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges with teacher guidance.

I can share, reflect on, and refine ideas for melodies and rhythmic passages based on personally-developed criteria, using technology when available.

I can independently compose ideas for melodies and rhythmic passages, using technology when available.

I can independently improvise ideas for melodies and rhythmic passages.

I can research and analyze a specific piece of music in respect to its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can evaluate music using personally developed criteria.

I can analyze the meaning of music and the composer’s intent using personally developed criteria.

I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards.

I can assess and adjust phrasing and expression in musical performances using personally developed criteria.

I can play complex articulation patterns at various tempos at a superior level.

I can assess and adjust tone quality, intonation, and ensemble sound, using personally developed criteria.

I can read, play, and sight-read increasingly advanced musical notation, time signatures, key signatures, symbols, terminology in various languages, and nontraditional notation.

I can independently critique how compositional devices, theoretical and formal characteristics, and/or expressive qualities may inform performances.

I can independently develop criteria for the selection of music based on theoretical and structural characteristics and/or technical and expressive challenges.

I can share, reflect on, and refine ideas for arrangements, sections, and/or short compositions based on personally developed criteria, using technology when available.

I can independently compose ideas for arrangements, sections, and/or short compositions, using technology when available.

I can independently improvise ideas for arrangements, sections, and/or short compositions

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can identify, with guidance, connections between musical works and the other arts and other contexts.

I can identify how personal experiences influence musical performances.

I can identify criteria to evaluate group performances and individual improvisation with teacher guidance.

I can identify the expressive intent of different jazz styles with teacher guidance.

I can identify reasons for selecting music based on contexts and elements of jazz music and personal interest with teacher guidance.

I can develop proper stage and listening etiquette and performance standards with teacher guidance.

I can demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles with teacher guidance.

I can play basic jazz drum set patterns or jazz scales in various modes

I can identify basic instrument-specific jazz techniques.

Students will develop and refine artistic techniques and work for presentation.

I can explore and sightread jazz music in contrasting styles.

I can improvise and refine solos over simple chord progressions with teacher guidance.

I can identify jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, simple rhythms and note patterns in the jazz style with teacher guidance.

I can independently identify connections between musical works and the other arts and other contexts.

I can explain how personal experiences, knowledge, and skills influence musical performances.

I can independently identify criteria to evaluate group performances and individual improvisation.

I can independently identify the expressive intent of different jazz styles.

I can independently identify reasons for selecting music based on contexts and elements of jazz music and personal interest.

I can practice proper stage and listening etiquette and performance standards with limited teacher guidance.

I can independently demonstrate elements and principles of jazz phrasing and expression through basic jazz articulations and styles.

I can play basic jazz drum set patterns or jazz scales in various modes from memory

I can demonstrate basic instrument-specific jazz techniques.

I can independently improve my jazz tone quality, pitch, and contributions to ensemble sound.

I can identify the characteristic of and sight-read jazz music in contrasting styles.

I can independently improvise and refine solos over simple chord progressions

I can independently identify jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, simple rhythms and note patterns in the jazz style.

I can explain connections between musical works and the other arts and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can develop criteria to evaluate group performances and individual improvisation with teacher guidance.

I can articulate the expressive intent of different jazz styles with teacher guidance.

I can discuss reasons for selecting music based on contexts and elements of jazz music and personal interest.

I can independently practice stage and listening etiquette and performance standards.

I can demonstrate elements and principles of jazz phrasing and expression through more complex jazz articulations and styles with teacher guidance.

I can play more complex jazz drum set patterns or jazz scales in various modes.

I can demonstrate increasingly complex, instrument-specific jazz techniques.

I can play with a characteristic jazz tone quality and identify issues with intonation and ensemble sound with limited teacher guidance.

I can analyze and sightread jazz music in contrasting styles with teacher guidance.

I can improvise and refine solos over moderately complex chord progressions with teacher guidance.

I can write jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, moderately complex rhythms and note patterns in the jazz style with teacher guidance.

I can analyze connections between musical works and the other arts and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can independently develop criteria to evaluate group performances and individual improvisation.

I can independently articulate the expressive intent of different jazz styles.

I can explain reasons for selecting music, citing connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can independently demonstrate fundamental elements and principles of jazz phrasing and expression through more complex jazz articulation and styles.

I can play more complex jazz drum set patterns or jazz scales in various modes from memory

I can refine the execution of increasingly complex, instrument-specific jazz techniques.

I can independently play with a characteristic jazz tone quality and identify issues with intonation and ensemble sound.

I can independently analyze and sight-read jazz music in contrasting styles.

I can independently improvise and refine solos over moderately complex chord progressions with teacher guidance.

I can independently write jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, moderately complex rhythms and note patterns in the jazz style.

I can research and analyze the historical and cultural relationships between musical works, other art forms, and other contexts.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can use collaboratively-developed criteria to evaluate group performances and individual improvisation.

I can compare and contrast the expressive intent of different jazz styles.

I can use provided criteria to justify choices made when selecting jazz music.

I can explain the impact on the performance of practicing appropriate listening etiquette and performance standards.

I can demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles with teacher guidance.

I can play advanced jazz drum set patterns or jazz scales in various modes.

I can execute advanced instrument-specific jazz techniques.

I can assess and adjust jazz tone quality, intonation, and ensemble sound using collaboratively created criteria.

I can apply the nuances of jazz music in contrasting styles to sight-reading and playing with teacher guidance.

I can improvise and refine solos over advanced chord progressions with teacher guidance.

I can compose using advanced jazz notation and chord symbols in varied styles with teacher guidance.

I can improvise, through various media, advanced rhythms and note patterns in the jazz style with teacher guidance.

I can research and analyze a specific piece of music in respect to its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can use independently-developed criteria to evaluate group performances and individual improvisation.

I can defend a personal interpretation of the expressive intent of different jazz styles.

I can use research and provided criteria to justify choices made when selecting jazz music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards

I can independently demonstrate elements and principles of jazz phrasing and expression through advanced jazz articulation and styles.

I can play advanced jazz drum set patterns or jazz scales in various modes from memory.

I can refine the execution of advanced instrument-specific jazz techniques.

I can assess and adjust jazz tone quality, intonation, and ensemble sound using self-created criteria.

I can independently apply the nuances of jazz music to contrasting styles in sight-reading and playing.

I can independently improvise and refine solos over advanced chord progressions.

I can compose using advanced jazz notation and chord symbols in varied styles.

I can independently improvise, through various media, advanced rhythms and note patterns in the jazz style.

Connecting

Responding

Presenting

Creating

Students will synthesize and relate knowledge and personal experience to make art.

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

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

I can identify representative composers and songwriters from a variety of time periods and genres.

I can explain the transmission of culture through music.

I can compare the relationship between music and events within and across time periods.

I can differentiate the roles of music and musicians in various cultures and disciplines throughout history.

I can describe the characteristics of varied genres of music including music and composers from Arkansas, program music, and world music.

Students will generate and conceptualize artistic ideas and work.

I can describe, demonstrate, and document short musical ideas that represent personal experiences, moods, texts, visual images, and/or story lines.

I can improvise individually or in a group, using vocal and percussive sounds.

I can experiment with a variety of selected elements of music using vocal and percussive sounds.

Students will organize and develop artistic ideas and work.

I can compose a rhythmic or melodic motif.

I can experiment with the elements of music to explore a coherent idea.

I can organize a musical idea using invented or standard notation.

Students will refine and complete artistic ideas and work.

I can apply criteria-based feedback to finish a musical idea.

I can preserve a finished musical idea, using technology if appropriate and available.

Students will select, analyze, and interpret artistic work for presentation.

I can investigate musical works based on interest or teacher recommendation.

I can compare selected musical works to narrow the choices for presentations.

I can defend and describe repertoire choices using appropriate musical vocabulary.

Students will develop and refine artistic work for presentation.

I can research selected musical works for information to share with peers.

I can organize presentations that have a clear focus and purpose, using appropriate musical vocabulary

I can apply a teacher-provided self-assessment tool to refine presentations for peers.

Students will convey meaning through the presentation of artistic work.

I can share presentations of or about musical works to broaden understanding, using technology if available.

I can evaluate the manner in which expressive elements convey the meaning of artistic works.

I can apply appropriate listening etiquette.

Students will perceive and analyze artistic work.

I can classify musical instruments according to sight and sound.

I can compare vocal classifications.

I can analyze aurally various musical forms and styles.

Students will interpret intent and meaning in artistic work

I can discuss the emergence of musical genres.

I can compare the relationship of musical characteristics to composer’s intent in musical work from a variety of genres.

I can analyze the context of selected works from a variety of genres.

Students will apply criteria to evaluate artistic work.

I can apply student-created listening criteria to evaluate musical works.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Synthesize: Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Evaluate: Students will apply criteria to evaluate artistic work.

Interpret: Students will interpret intent and meaning in artistic work.

Select and Analyze: Students will convey meaning through the presentation of artistic work.

Responding

Present: Students will convey meaning through the presentation of artistic work.

Rehearse and Refine: Students will refine proper technique.

Read: Students will read music notation.

Students will develop and refine artistic techniques and work for presentation.

Interpret: Students will interpret musical works based on elements of music and expressive qualities.

Select: Students will select musical works to present based on interest, knowledge, technical skills, and context.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Share: Students will share creative musical work that conveys intent, demonstrates artistry, and exhibits originality.

Evaluate and Refine: Students will evaluate and refine selected musical ideas to create musical CR.3.1 work that meets appropriate criteria.

Students will select, analyze, and interpret artistic work for presentation.

Plan and Make: Students will refine and complete artistic work.

Imagine: Students will generate and conceptualize artistic ideas and work.

Creating

I can identify connections between musical works and other art forms and contexts.

I can explain how personal experiences, knowledge, and skills influence musical performances.

I can establish collaboratively generated criteria to evaluate musical selections.

I can identify elements of music, interests, purpose, and context in a selected work.

I can identify reasons for selecting music based on personal interest and characteristics of the music.

I can exhibit proper etiquette in rehearsal, performance, and audience settings.

I can play expressively with attention to dynamics, phrasing, and articulation, using correct technique.

I can apply teacher-provided criteria to critique individual performances of a varied repertoire of music and apply practice strategies to address performance challenges and refine techniques.

I can read and play, alone and with others, basic music notation based on appropriate time signatures.

I can identify, with guidance, the elements of music and their purpose within a musical work.

I can select, with guidance, passages, excerpts, or sections of a musical work, based on interest, music-reading skill, and technical skill for a potential performance.

I can share final versions of simple melodic, rhythmic, and harmonic ideas for simple melodies.

I can apply teacher-provided criteria to critique and refine drafts of simple melodic, rhythmic, and harmonic ideas for simple melodies.

I can document drafts of simple melodic, rhythmic, and harmonic ideas for simple melodies.

I can generate melodic, rhythmic, and harmonic ideas for simple melodies.

I can evaluate connections between musical works and other art forms and contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can establish personally developed criteria to evaluate musical selections based on experiences, analysis, and the context of a musical work.

I can analyze elements of music, interests, purpose, and context in a selected work.

I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.

I can exhibit proper etiquette in rehearsal, performance, and audience settings.

I can demonstrate attention to technical accuracy and expressive elements in performance across a varied repertoire of music, using correct technique.

I can apply teacher-provided criteria to critique individual and small group performances of a varied repertoire of music in a variety of patterns and apply rehearsal strategies to address performance challenges and refine techniques.

I can read and/or sight read alone and with others, increasingly complex music notation based on appropriate time signatures, key signatures, symbols, and terminology

I can identify and interpret, with guidance, expressive elements in a varied repertoire of music in preparation for performance.

I can select, with limited guidance, varied repertoire based on interest, music-reading skills, and technical skill for a potential performance.

I can share final versions of melodic, rhythmic, and harmonic ideas for melodies over specified chord progressions.

I can apply teacher-provided criteria to critique and refine drafts of melodic, rhythmic, and harmonic ideas for melodies over specified chord progressions.

I can document drafts of melodic, rhythmic, and harmonic ideas for melodies over specified chord progressions.

I can generate melodic, rhythmic, and harmonic ideas for melodies over specified chord progressions.

I can identify the historical and cultural relationships between music and other disciplines.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can evaluate works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.

I can develop criteria to use when analyzing music, based on elements of music, interests, purpose, and context.

I can use provided criteria to justify choices made when selecting music.

I can exhibit proper etiquette in rehearsal, performance, and audience settings.

I can demonstrate consistent attention to technical accuracy and expressive elements in performance across a varied repertoire of increasingly complex music, representing diverse cultures and styles, using correct technique while relating to particular audiences.

I can develop and apply criteria to critique individual and small group performances of a varied repertoire of music in a variety of styles, and create rehearsal strategies to address performance challenges and refine techniques.

I can read and/or sight read, alone and with others, advanced music notation based on appropriate time signatures, key signatures, symbols, and terminology in various languages.

I can demonstrate understanding and application of expressive qualities in a varied repertoire of music through performance.

I can explain the manner in which self-selected music addresses the music-reading skill and technical skill for a potential performance.

I can share final versions of melodic, rhythmic, and harmonic ideas for improvisations, compositions, and three-or-more-chord accompaniments in a variety of patterns.

I can develop and apply criteria to critique and refine melodic, rhythmic, and harmonic ideas for improvisations, compositions, and three-or-more-chord accompaniments in a variety of patterns.

I can document melodic, rhythmic, and harmonic ideas for improvisations, compositions, and three-or-more-chord accompaniments in a variety of patterns.

I can generate melodic, rhythmic, and harmonic ideas for improvisations, compositions, and three-or-more-chord accompaniments in a variety of patterns.

I can classify a piece of music in respect to time period, region, or culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can evaluate works and performances based on research, as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.

I can support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, setting of the text, and varied researched sources.

I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.

I can exhibit proper etiquette in rehearsal, performance, and audience settings.

I can demonstrate mastery of the technical demands and expressive elements across a varied repertoire of complex music, representing diverse cultures and styles and using correct technique while relating to particular audiences.

I can develop and apply criteria, including feedback from multiple sources, to critique varied programs of music repertoire selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine techniques.

I can read and/or sight read, alone and with others, increasingly advanced music notation based on appropriate time signatures, key signatures, symbols, terminology in various languages, and non-traditional notation.

I can analyze, document, and demonstrate the manner in which a composer employs the elements of music and context to interpret the composer’s intent for performance.

I can develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

I can share final versions of melodic, rhythmic, and harmonic ideas for a collection of compositions, improvisations in several different styles, and stylistically appropriate harmonization for given melodies.

I can develop and apply criteria to critique and refine melodic, rhythmic, and harmonic ideas for a collection of compositions, improvisations in several different styles, and stylistically appropriate harmonization for given melodies.

I can document melodic, rhythmic, and harmonic ideas for a collection of compositions, improvisations in several different styles, and stylistically appropriate harmonization for given melodies.

I can generate melodic, rhythmic, and harmonic ideas for a collection of compositions, improvisations in several different styles, and stylistically appropriate harmonization for given melodies.

Connecting

Responding

Performing

Creating

Students will synthesize and relate knowledge and personal experiences to make art.

I can discuss the influence of personal interests, knowledge, and skills on musical listening preferences, referencing supporting evidence and specific artistic works.

I can discuss the impact of personal interests, knowledge, and skills on original composition and performance of music, referencing supporting evidence and specific artistic works.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

I can research diverse career opportunities in music technology and the music industry.

I can interpret relationships between music and the other arts, other disciplines, popular culture, historical and cultural contexts, consumer behaviors, and daily life.

I can discuss the development of generative technologies and empowerment of diverse participants in creating and sharing personal musical works.

I can discuss current copyright law as it relates to personal works of music and options for sharing and licensing.

Students will generate and conceptualize artistic ideas and work.

I can improvise a variety of musical ideas alone and with others.

I can manipulate the elements of music and expressive elements using digital tools to produce artistic work, alone and with others.

Students will organize and develop artistic ideas and work.

I can develop multiple musical ideas to reflect purpose and personal aesthetics using digital tools alone and with others.

I can arrange accompaniment of a musical work for a soloist or group using digital tools alone and with others.

Students will refine and complete artistic ideas and work.

I can evaluate and edit an original composition using digital tools based on reflection, peer feedback, and teacher feedback.

I can enhance accompaniment of a musical work to be performed by a soloist or group using digital tools, based on reflection, peer feedback, and teacher feedback.

I can compare and contrast personally created works with those of peers, other performers, artists, or composers.

Students will select, analyze, and interpret artistic work for presentation.

I can analyze music for performance using student-generated criteria.

I can manipulate music for personal expression using technology

Students will develop and refine artistic work for presentation.

I can articulate a systematic process for manipulating and refining a musical work using chosen technologies.

I can produce a written record of work sessions including software, apps, names of works, file names of phrases, and questions or problems to explore.

Students will convey meaning through the presentation of artistic work.

I can share an original composition that reflects personal expression, developing musicianship, and technological achievement.

I can present a student-designed digital portfolio of personal musical compositions or arrangements.

I can use rhythm, melody, harmony, form, texture and expressive qualities to influence an audience’s response to music.

Students will perceive and analyze artistic work.

I can analyze a variety of musical selections based on personal preference.

I can analyze a variety of musical selections based on the manipulation of the elements of music and expressive elements.

I can justify inclusion of pieces of music in a playlist for personal listening or for a specific purpose.

Students will interpret intent and meaning in artistic work.

I can support a personal interpretation based on the technologies used in the artist’s manipulation of the elements of music and expressive elements, citing evidence from the musical work.

I can support a personal interpretation based on the lyrics, cultural and/or historical context, and previous works of the composer and/or performer, citing evidence from the musical work.

Students will apply criteria to evaluate artistic work.

I can evaluate, using student-generated criteria, a variety of music based on personal interest, personal aesthetics, and understanding of purpose and context.

I can evaluate, using student-generated criteria, a variety of music based on aural features and manipulation of the elements of music and expressive elements.

I can evaluate, using student-generated criteria, a variety of solo and small group performances, displaying sensitivity to performers.

Connecting

Responding

Performing

Creating

Students will synthesize and relate knowledge and personal experience to make art.

I can explain the relationship between personal experience and the composition, performance, and appreciation of music.

I can explain the relationship between musical knowledge and the composition, performance, and appreciation of music.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

I can evaluate contributions of musical composers from a variety of time periods and cultures.

I can discuss legal issues in relation to music performance, production, and publishing.

Students will generate and conceptualize artistic ideas and work.

I can experiment with expressive elements to create sounds and short musical ideas that represent personal experiences and/or storylines.

I can experiment with expressive elements to create sounds and short musical ideas that represent moods, visual images, and abstract ideas.

I can experiment with the elements of music to create sounds and short musical ideas that represent personal experiences and/or storylines.

I can experiment with the elements of music to create sounds and short musical ideas that represent moods, visual images, and abstract ideas

Students will organize and develop artistic ideas and work.

I can organize sounds or short musical ideas to create drafts of music using selected experiences, moods, images, or storylines within simple forms.

I can compose music in common practice style, including the use of non-harmonic tones.

I can utilize note names, standard notation, and musical symbols on the grand staff when creating drafts of music.

I can notate scales in various key signatures on the grand staff including chromatic scales, major scales, and natural, harmonic, and melodic minor scales.

Students will refine and complete artistic ideas and work.

I can apply teacher-provided criteria to assess and refine a draft musical composition.

I can use notation, technology, or live or recorded performance to complete a musical composition.

I can apply feedback during the personal creative process.

Students will select, analyze, and interpret artistic work for presentation.

I can analyze the elements of music for selecting musical works for performance.

I can explain the manner in which the elements of music reflect style and mood in selected works.

I can explain the manner in which the elements of music affect performance of music.

Students will develop and refine artistic work for presentation.

I can define musical work in terms of the elements of music, style, and mood, using established criteria and feedback.

I can transcribe short rhythmic and melodic phrases as dictated.

Students will convey meaning through the presentation of artistic work.

I can discuss effective uses of the elements of music to convey meaning in live or recorded performance.

Students will perceive and analyze artistic work.

I can compare major, minor, and atonal tonality in selected musical examples.

I can distinguish between music of different genres and time periods using the elements of music.

I can analyze rhythmic patterns and note values, including dotted notes, in a variety of meters and tempos.

I can analyze selected musical compositions for chord structure and progression, key signature, form, and other compositional devices.

I can identify harmonic and melodic intervals aurally and visually

I can identify voice-leading conventions for writing four-part harmony.

Students will interpret intent and meaning in artistic work.

I can articulate the composer’s intent in varied works, citing evidence based on the elements of music and expressive elements in a selected work.

I can justify a personal interpretation of varied works, citing evidence based on the elements of music and expressive elements in a selected work.

I can explain the influence of an audience’s response to a composition on future compositions.

Students will interpret intent and meaning in artistic work.

I can apply student-developed criteria based on common practice style to evaluate artistic work.

I can apply student-developed criteria based on the elements of music and expressive elements to evaluate artistic work.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in musical theatre tasks.

I can evaluate the impact of an artist’s personal experience on the creation of a musical theatre work.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can make personal artistic choices based on societal, cultural, and historical contexts.

Research: Students will connect theatrical conventions and cultural perspectives.

I can analyze the influence of cultural perspectives and musical theatre conventions and practices, design choices, acting choices, and directing choices.

Connect: Students will connect community values, beliefs, and cultural differences to the musical theatre experience.

I can explore with sensitivity the intention of the playwright and/or director to influence the beliefs, attitudes, and actions of people of various ages, cultures, and communities.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will use imaginary environments to create diverse characters.

I can use a variety of sources to generate ideas about diverse characters who elicit a specific audience response.

I can create imaginary environments to develop diverse characters to elicit a specific audience response.

Students will organize and develop artistic ideas and work.

Develop: Students will explore narrative elements in devised or scripted musical works.

I can justify choices made in the development of characters, environments, and actions to create a desired effect in a devised or scripted musical work.

Collaborate: Students will collaborate with a creative team to prepare for a musical theatre work.

I can accomplish the duties of one onstage or offstage theatrical role.

I can collaborate to develop ideas for an informal or formal performance for a specific audience or specific purpose.

Organize: Students will use a variety of methods to organize artistic ideas.

I can create selected musical theatrical paperwork.

I can compare and contrast the functionality of various theatrical spaces and types of stages for the production of a musical theatre work.

I can apply strong stage positions and blocking techniques to express artistic ideas when planning movement for the stage.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine musical theatre work.

I can revise musical theatre work based upon self-reflection and peer feedback.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Alalyze: Students will apply script analysis skills.

I can make artistic choices related to technical elements based on research from multiple sources of information.

I can analyze a musical score and libretto to interpret characters, visual design elements, cultural and historical significance, and other elements of drama and music.

Determined: Students will apply character analysis skills.

I can interpret the author’s intent for a character’s objectives and tactics.

I can analyze characters based on research from multiple sources of information.

I can analyze the manner in which a character’s unique choices make musical theatre work believable.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will develop technical acting and musical skills.

I can demonstrate adequate projection while singing.

I can cultivate a strong and versatile stage voice.

I can investigate diverse methods of creating empathetic characters.

I can refine a believable, authentic, and relevant musical theatre work throughphysical, vocal, and psychological choices.

Rehearse: Students will participate in the musical theatre rehearsal process.

I can apply acting theories to increase the impact of musical theatre work.

I can make artistic choices to refine a musical theatre work using steps in the acting process.

I can refine musical theatre skills and techniques by contributing to the rehearsal process.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey a specific interpretation through a collaborative performance of a devised or scripted musical theatre work for a specific audience.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can analyze character decisions and actions that lead to interesting consequences and outcomes.

Reflect: Students will explore authentic character interactions.

I can analyze the authenticity of character interactions.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can analyze dramatic elements of an observed drama/theatre work using more complex theatre terminology

Observe: Students will exhibit appropriate audience behavior.

I can analyze appropriate responses to a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will interpret emotional responses across a variety of genres of theatrical work.

I can interpret emotional responses intended by the composer and playwright in a variety of musical theatre genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for a musical theatre work.

I can apply criteria using theatre and music terminology to evaluate musical theatre performances.

Justify: Students will apply the concept of artistic merit.

I can justify a position taken on the artistic merit of a musical theatre work.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in musical theatre tasks.

I can discuss the impact of an artist’s personal experience on a musical theatrical work.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can use a variety of sources to research periods of musical theatre history.

Research: Students will connect theatrical conventions and cultural perspectives.

I can identify the influence of cultural perspectives on musical theater conventions or practices.

Connect: Students will connect community values, beliefs, and cultural differences to the musical theatre experience.

I can recognize the effect of the beliefs, attitudes, and actions of people of various ages, cultures, and communities on musical theatre and demonstrate a sensitivity to it.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will use imaginary environments to create diverse characters.

I can explore with guidance the creation of diverse characters.

I can explore given imaginary environments.

Students will organize and develop artistic ideas and work.

Develop: Students will explore narrative elements in devised or scripted musical works.

I can develop characters, environments, and actions individually in a devised or scripted musical work.

Collaborate: Students will collaborate with a creative team to prepare for a musical theatre work.

I can identify different onstage and offstage theatrical roles and their responsibilities.

I can explore the collaborative nature of musical theatre.

Organize: Students will use a variety of methods to organize artistic ideas.

I can use a variety of musical theatre paperwork.

I can identify different types of theatrical spaces including types of stages.

I can use appropriate terminology to identify stage directions and blocking techniques.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine musical theatre work.

I can apply self-reflection and peer feedback to musical theatre work.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Alalyze: Students will apply script analysis skills.

I can explore technical elements for a specific script based on research.

I can interpret a musical score and libretto to identify and define the elements of drama and music.

Determined: Students will apply character analysis skills.

I can determine character objectives and tactics.

I can explore characters based on research.

I can identify the types of characters and their relationship to the plot of a musical theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will develop technical acting and musical skills.

I can demonstrate proper breathing technique and correct diction to develop my singing voice.

I can identify the characteristics of a strong and versatile stage voice.

I can demonstrate empathy for characters in musical theatre literature.

I can prepare a character for a musical theatrel work through physical, vocal, and psychological choices.

Rehearse: Students will participate in the musical theatre rehearsal process.

I can identify acting theories.

I can prepare a musical theatre work following steps in the acting process.

I can develop musical theatre skills and techniques by participating in the rehearsal process.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey a specific interpretation through the performance of a devised or musical theatre work.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can identify the consequences of a character’s decisions and actions.

Reflect: Students will explore authentic character interactions.

I can identify the characteristics of authentic character interactions.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can identify dramatic elements of an observed drama/theatre work using basic theatre terminology

Observe: Students will exhibit appropriate audience behavior.

I can identify appropriate responses to theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will interpret emotional responses across a variety of genres of theatrical work.

I can identify emotional responses intended by the composer and playwright in a variety of musical theatre genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for a musical theatre work.

I can develop criteria using basic theatre and music terminology to evaluate musical theatre performances.

Justify: Students will apply the concept of artistic merit.

I can distinguish between personal preferences and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will incorporate personal experience in theatrical writing.

I can explore the impact of my personal experience on an original theatrical work.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will incorporate social, cultural, and historical knowledge into original theatrical work.

I can relate historical theatre works to original contemporary theatrical works.

Students will connect theatrical conventions and cultural perspectives to original theatrical work.

I can recognize theatrical conventions as applied in various texts from a wide range of cultural and historical backgrounds.

Students will demonstrate cultural sensitivity related to original theatrical work.

I can discuss cultural sensitivity related to artistic work.

Students will connect community values, beliefs, and cultural differences to original theatrical work.

I can explore the beliefs, attitudes, and actions of people of various ages, cultures, and communities in my original scripts.

Students will use other fine arts and digital media in original theatrical work.

I can explore the use of digital arts in an original theatrical work.

Creating

Students will generate and conceptualize artistic ideas and work.

Students will use imaginary environments to conceive characters in playwriting.

I can explore given imaginary environments to generate ideas for diverse characters.

Students will collaborate to generate ideas for playwriting.

I can explore the collaborative nature of playwriting.

Students will organize and develop artistic ideas and work.

Students will develop narrative elements in devised or scripted works.

I can explore characters, environments, and actions in a devised or scripted work.

Students will make choices related to theatrical spaces using appropriate terminology.

I can use appropriate terminology when considering types of stages.

I can use appropriate terminology when writing about stage directions and blocking.

Students will collaborate as a member of the creative team.

I can explain the role of a playwright as a collaborator in a production.

Students will demonstrate the role of the dramaturg in playwriting.

I can describe the responsibilities of a dramaturg during scriptwriting and production.

Students will refine and complete artistic work.

Students will refine artistic ideas using self-reflection and feedback.

I can apply self-reflection and feedback to original theatrical ideas.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Students will apply script analysis skills.

I can explore the elements of drama and writing within a written theatrical work.

I can analyze a script for meaning using script terminology, scene transitions, and blocking suggestions.

Students will analyze the relationship between characters and plot.

I can identify character objectives and tactics.

I can explore the impact of blocking and the character’s movement on the plot.

I can identify the types of characters and the manner in which their choices advance the plot of a theatrical work.

Students will research theatrical choices for playwriting.

I can explore artistic ideas based on research from multiple sources of information.

Students will develop and refine artistic techniques and work for presentation.

Students will develop a unique writer’s voice.

I can write empathetic characters who make unexpected choices.

I can develop a believable and relevant theatrical work by exploring unique choices for the physical, vocal, and psychological elements of the story.

Students will participate in the established rehearsal process. Students will participate in the established rehearsal pro

I can develop playwriting skills and techniques by observing the rehearsal process.

Students will consider acting and design processes when writing original theatrical work.

I can identify how script writing relates to theatrical design.

I can identify the manner in which script writing relates to the acting process.

Students will convey meaning through the presentation of artistic work.

Students will convey specific meaning in original scripts.

I can convey a specific meaning through the style choices of an original devised or scripted work.

Responding

Students will perceive and analyze artistic work.

Students will explore the consequences of character decisions and actions.

I can identify the consequences of a character’s decisions and actions in my original theatrical work.

Students will explore authentic character interactions.

I can identify the characteristics of authentic character interactions.

Students will explore the effectiveness of technical elements in scripts.

I can discuss the contribution of technical elements to the impact of an original script.

Students will interpret intent and meaning in artistic work.

Students will interpret emotional responses evoked by original theatrical work.

I can explore emotional responses intended by playwrights.

Students will apply criteria to evaluate artistic work.

The students will develop and apply criteria for script evaluation.

I can develop criteria to evaluate original scripts using basic theatre terminology and writing conventions.

Students will apply the concept of artistic merit.

I can distinguish between personal preferences and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will incorporate personal experience in theatrical writing.

I can use my personal experience to heighten the impact of my original theatrical work.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will incorporate social, cultural, and historical knowledge into original theatrical work.

I can make personal artistic choices in original theatrical work based on societal, cultural, and historical contexts.

Students will connect theatrical conventions and cultural perspectives to original theatrical work.

I can relate cultural perspectives and theatrical conventions and practices to original theatrical work.

Students will demonstrate cultural sensitivity related to original theatrical work.

I can exhibit cultural sensitivity related to artistic work.

Students will connect community values, beliefs, and cultural differences to original theatrical work.

I can influence the beliefs, attitudes, and actions of diverse audiences with my original scripts.

Students will use other fine arts and digital media in original theatrical work.

I can incorporate other art forms and digital media into an original theatrical work.

Creating

Students will generate and conceptualize artistic ideas and work.

Students will use imaginary environments to conceive characters in playwriting.

I can use imaginary environments to develop diverse characters to elicit a specific audience response.

Students will collaborate to generate ideas for playwriting.

I can collaborate to gather ideas for a script for a specific audience or specific purpose.

Students will organize and develop artistic ideas and work.

Students will develop narrative elements in devised or scripted works.

I can justify choices made in the development of characters, environments, and actions to create a desired effect in a devised or scripted theatrical work.

Students will make choices related to theatrical spaces using appropriate terminology.

I can make choices related to theatrical spaces including stage directions, blocking, and types of stages when drafting an original script.

Students will collaborate as a member of the creative team.

I can collaborate to make scripting and casting choices.

Students will demonstrate the role of the dramaturg in playwriting.

I can fulfill the role of a dramaturg in the development of an original script.

Students will refine and complete artistic work.

Students will refine artistic ideas using self-reflection and feedback.

I can revise original theatrical ideas based on self-reflection and feedback.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Students will apply script analysis skills.

I can analyze the importance of the elements of drama and writing in a devised or scripted theatrical work.

I can analyze the cultural and historical significance or accuracy of a script.

I can analyze the development of characters in a script.

Students will analyze the relationship between characters and plot.

I can interpret the author’s intent for a character’s objectives and tactics.

I can analyze the manner in which a character’s unique choices make the plot of a scripted theatre work believable.

Students will research theatrical choices for playwriting.

I can make artistic choices based on research from multiple sources of information in writing a drama/theatre work with peers.

Students will develop and refine artistic techniques and work for presentation.

Students will develop a unique writer’s voice.

I can investigate fresh and diverse methods of creating empathetic characters in my original work.

I can refine a believable and relevant theatrical work by creating unique choices for the physical, vocal, and psychological elements of the story.

Students will participate in the established rehearsal process. Students will participate in the established rehearsal pro

I can refine playwriting skills and techniques by contributing to the rehearsal process.

Students will consider acting and design processes when writing original theatrical work.

I can apply acting and design theories to script writing.

I can make artistic choices to refine a written theatrical work using the acting process.

Students will convey meaning through the presentation of artistic work.

Students will convey specific meaning in original scripts.

I can convey a specific meaning through the collaborative performance of an original devised or scripted drama/theatre work for a specific audience.

Responding

Students will perceive and analyze artistic work.

Students will explore the consequences of character decisions and actions.

I can analyze the manner in which character decisions and actions lead to interesting consequences and outcomes.

Students will explore authentic character interactions.

I can analyze authentic character interactions in original scripts.

Students will explore the effectiveness of technical elements in scripts.

I can analyze stage directions that describe technical elements which enhance storytelling in live theatre.

Students will interpret intent and meaning in artistic work.

Students will interpret emotional responses evoked by original theatrical work.

I can interpret emotional responses intended by playwrights.

Students will apply criteria to evaluate artistic work.

The students will develop and apply criteria for script evaluation.

I can apply complex criteria to evaluate original scripts using theatre terminology and writing conventions.

Students will apply the concept of artistic merit.

I can justify a position taken on the artistic merit of a drama/theatre work.

Relating artistic ideas and work with personal meaning and external context.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Conceiving and developing new artistic ideas and work.

Creating

Generate and conceptualize artistic ideas and work.

Organize and develop artistic ideas and work.

What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors encourage or prevent taking creative risks? How do artists determine what resources are needed to formulate artistic investigations?

Interpreting and sharing artistic work.

Presenting

Students will analyze, interpret, and select artistic work for presentation.

Students will develop and refine artistic techniques and work for presentation.

Students will convey meaning through the presentation of artistic work.

Understanding and evaluating how the arts convey meaning.

Responding

Students will perceive and analyze artistic work

Students will interpret intent and meaning in artistic work

Students will apply criteria to evaluate artistic work.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience, beliefs, and biases in technical theatre tasks.

I can discuss the impact of personal experience, beliefs, and biases on a drama/theatre work.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices and theatrical conventions.

I can discuss artistic choices with regard to societal, cultural, and historical context.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can discuss the influence of community values and beliefs on the creation of drama/theatre work.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can define cultural sensitivity related to artistic work.

Connect: Students will connect technical theatre work with theatre history.

I can identify the connections between theatre history and my technical theatre work.

Enhance: Students will explore the role of technology in enhancing technical theatre.

I can identify technological advances in theatre.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will create imaginary environments to enhance plot, characters, dialogue, and stage movement.

I can explore with guidance ideas for imaginary environments to support the elements of a story.

Design: Students will explore the use of digital media to generate ideas for drama/theatre work.

I can use a variety of sources to conduct research to generate ideas for technical designs.

Students will organize and develop artistic ideas and work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can identify with the actor’s experience.

I can recognize the collaborative nature of theatre.

Apply: Students will apply knowledge of theatrical spaces.

I can identify types of theatres and areas of the theatre.

I can identify stage directions.

Organize: Students will use a variety of documents to organize artistic ideas.

I can describe the types of documents used specifically for technical design and execution.

I can describe the use of a variety of theatrical paperwork.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine artistic work.

I can apply self-reflection to technical theatre work.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Analyze: Students will analyze scripts to inform technical design.

I can analyze a script of literary merit to identify visual and aural design elements.

Determine: Students will examine the effect of character relationships on technical theatre.

I can examine the manner in which character relationships assist in telling the story of a drama/theatre work.

Select: Students will select sources of information to inform design choices.

I can explore multiple sources of information.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will execute a technical theatrical design.

I can execute a component of a theatrical design.

Design: Students will explore design theories.

I can identify design theories related to technical theatre.

Rehearse: Students will participate in established theatrical processes.

I can identify the steps in the rehearsal process.

I can identify the steps of the design process.

Build: Students will construct technical elements for a performance.

I can identify specialized tools and equipment used in technical theatre.

Demonstrate: Students will demonstrate appropriate safety practices.

I can discuss safety practices in construction and the use of tools

Students will convey meaning through the presentation of artistic work.

Share: Students will convey specific meaning through technical theatre work.

I can describe the manner in which theatrical design conveys the author’s intent.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will analyze the contribution of technical elements to a theatrical production.

I can identify the contribution of technical elements to the effectiveness of a production using basic theatre terminology.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the meaning and emotional responses evoked by a theatrical experience.

I can identify emotional responses experienced by an audience.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can evaluate performances, designs, and execution of designs within a given set of criteria using basic theatre terminology.

Justify: Students will apply the concept of artistic merit.

I can distinguish between personal preferences and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience, beliefs, and biases in technical theatre tasks.

I can analyze the impact of personal experience, beliefs, and biases on drama/theatre work.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices and theatrical conventions.

I can compare artistic and technical choices with regard to societal, cultural, and historical context.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can analyze the influence of community values and beliefs on the design and production of drama/theatre work.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can discuss cultural sensitivity related to artistic work.

Connect: Students will connect technical theatre work with theatre history.

I can apply theatre history to my technical theatre projects.

Enhance: Students will explore the role of technology in enhancing technical theatre.

I can research technological advances in theatre.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will create imaginary environments to enhance plot, characters, dialogue, and stage movement.

I can collaborate with others to explore ideas for imaginary environments to support the elements of a story.

Design: Students will explore the use of digital media to generate ideas for drama/theatre work.

I can explore the impact of digital media on design for a drama/theatre work.

Students will organize and develop artistic ideas and work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can appreciate an actor’s contribution to a production.

I can collaborate to prepare a technical design or stagecraft project.

Apply: Students will apply knowledge of theatrical spaces.

I can explore different spaces in the theatre.

I can use stage directions to explore technical theatre work.

Organize: Students will use a variety of documents to organize artistic ideas.

I can use the documents required for development and execution of a technical design.

I can use selected theatrical paperwork.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine artistic work.

I can apply self-reflection and feedback to technical theatre work.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Analyze: Students will analyze scripts to inform technical design.

I can analyze a script of literary merit to select appropriate components for a visual and aural design concept.

Determine: Students will examine the effect of character relationships on technical theatre.

I can examine the manner in which technical design elements can represent character relationships in a drama/theatre work.

Select: Students will select sources of information to inform design choices.

I can use multiple sources of information to inform design choices.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will execute a technical theatrical design.

I can execute a component of a theatrical design for a realized production.

Design: Students will explore design theories.

I can examine the relevance of various design theories for a specific drama/theatre work.

Rehearse: Students will participate in established theatrical processes.

I can analyze the role of the technician and designer in the rehearsal process.

I can document the design of a single technical element following the steps of the design process.

Build: Students will construct technical elements for a performance.

I can use the appropriate tools and equipment to execute a component of a theatrical design in scenery construction, property construction, costume construction, makeup application, or wig/hairstyling.

Demonstrate: Students will demonstrate appropriate safety practices.

I can demonstrate safety practices in construction and the use of tools.

Students will convey meaning through the presentation of artistic work.

Share: Students will convey specific meaning through technical theatre work.

I can present a theatrical design that uses visual and aural elements to convey the author’s intent.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will analyze the contribution of technical elements to a theatrical production.

I can discuss the contribution of general technical elements to the effectiveness of a production.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the meaning and emotional responses evoked by a theatrical experience.

I can distinguish the manner in which design choices affect the mood and meaning of a drama/theatre work.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can develop general criteria to evaluate performances, designs, and execution of designs.

Justify: Students will apply the concept of artistic merit.

I can discuss the manner in which society determines artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience, beliefs, and biases in technical theatre tasks.

I can evaluate the impact of personal experience, beliefs, and biases on the creation of a design for a drama/theatre work.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices and theatrical conventions.

I can make personal technical choices based on societal, cultural, and historical context.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can design one or more technical elements of a drama/ theatre work that reflects a community’s values and beliefs.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can develop cultural sensitivity to the artistic work of others.

Connect: Students will connect technical theatre work with theatre history.

I can use theatre history to increase the impact of my technical designs.

Enhance: Students will explore the role of technology in enhancing technical theatre.

I can apply technological advances in theatre to increase the impact of my designs.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will create imaginary environments to enhance plot, characters, dialogue, and stage movement.

I can use imaginary environments to enhance the elements of a story to elicit a specific audience response.

Design: Students will explore the use of digital media to generate ideas for drama/theatre work.

I can use digital media to edit and enhance technical design ideas.

Students will organize and develop artistic ideas and work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can anticipate theatrical needs related to an actor’s role.

I can collaborate to prepare a technical design or project for a specific drama/theatre work.

Apply: Students will apply knowledge of theatrical spaces.

I can compare and contrast different types of stages.

I can determine weak and strong stage positions in order to create focus using technical elements.

Organize: Students will use a variety of documents to organize artistic ideas.

I can create the documents required to present a design, manage a production, or maintain a portfolio.

I can create selected theatrical paperwork.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine artistic work.

I can experiment with design choices and technical solutions based on self-reflection and feedback.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Analyze: Students will analyze scripts to inform technical design.

I can analyze a script of literary merit in order to make artistic choices for a visual and aural design concept.

Determine: Students will examine the effect of character relationships on technical theatre.

I can select designs for technical elements to represent character relationships.

Select: Students will select sources of information to inform design choices.

I can select multiple sources of information to create designs for a specific drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will execute a technical theatrical design.

I can execute multiple components of a theatrical design for a realized production.

Design: Students will explore design theories.

I can revise a technical theatre work by incorporating one design theory.

Rehearse: Students will participate in established theatrical processes.

I can address the challenges encountered in rehearsal for a performance to refine technical designs or elements.

I can document the design of multiple technical elements following the steps of the design process.

Build: Students will construct technical elements for a performance.

I can execute a technical product for the production of a specific drama/ theatre work with proficiency in scenery construction, property construction, costume construction, makeup application, or wig/hairstyling.

Demonstrate: Students will demonstrate appropriate safety practices.

I can model safety practices in construction and the use of tools.

Students will convey meaning through the presentation of artistic work.

Share: Students will convey specific meaning through technical theatre work.

I can implement a theatrical design that uses visual and aural elements to convey the author’s intent.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will analyze the contribution of technical elements to a theatrical production.

I can examine the contribution of a specific technical element to the effectiveness of a production using complex theatre terminology.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the meaning and emotional responses evoked by a theatrical experience.

I can interpret the manner in which design choices affect the mood and meaning of a drama/theatre work.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

can develop individual criteria to evaluate performances, designs, or execution of designs.

Justify: Students will apply the concept of artistic merit.

I can make choices based on artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience, beliefs, and biases in technical theatre tasks.

I can synthesize personal experience, awareness of beliefs and biases, and technical theatre knowledge in a design for a drama/theatre work.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices and theatrical conventions.

I can justify technical choices with regard to societal, cultural, and historical context.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can defend the ways in which a technical design reflects my community’s values and beliefs.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can demonstrate cultural sensitivity through appropriate response to the artistic work of others.

Connect: Students will connect technical theatre work with theatre history.

I can use theatre history to refine my designs.

Enhance: Students will explore the role of technology in enhancing technical theatre.

I can apply technological advances in theatre to refine my designs.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will create imaginary environments to enhance plot, characters, dialogue, and stage movement.

I can facilitate conversations related to ideas for imaginary environments to enhance the elements of a story and to elicit a specific audience response.

Design: Students will explore the use of digital media to generate ideas for drama/theatre work.

I can use digital media to present technical ideas as the leader of a theatrical design team.

Students will organize and develop artistic ideas and work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can lead a technical crew to conceptualize a body of designs on a given theme.

Apply: Students will apply knowledge of theatrical spaces.

I can facilitate the organization of artistic work in a variety of theatre spaces.

Organize: Students will use a variety of documents to organize artistic ideas.

I can use digital media to refine the documents required to present a design, manage a production, or maintain a portfolio.

I can use digital media to refine selected theatrical paperwork.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and feedback to refine artistic work.

I can refine design choices and technical solutions based on selfreflection and feedback.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Analyze: Students will analyze scripts to inform technical design.

I can analyze a script of literary merit to create a full design concept for a specific theatrical production.

Determine: Students will examine the effect of character relationships on technical theatre.

I can create a design for technical elements intended to represent character relationships in a drama/theatre work.

Select: Students will select sources of information to inform design choices.

I can present multiple potential sources of information to a design team for a specific drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will execute a technical theatrical design.

I can lead a production crew in the research and execution of an entire theatrical design for a realized production.

Design: Students will explore design theories.

I can synthesize knowledge of multiple design theories to create a design for a specific drama/theatre work.

Rehearse: Students will participate in established theatrical processes.

I can contribute as a technician or production crew leader throughout the rehearsal process for a performance.

I can synthesize the designs of all technical elements into a unified technical vision following the steps of the design process.

Build: Students will construct technical elements for a performance.

I can supervise the construction of technical products for the production of a specific drama/theatre work in scenery construction, property construction, costume construction, makeup application, or wig/hairstyling.

Demonstrate: Students will demonstrate appropriate safety practices.

I can supervise safety practices in construction and the use of tools.

Students will convey meaning through the presentation of artistic work.

Share: Students will convey specific meaning through technical theatre work.

I can defend the rationale for personal artistic choices in a theatrical design that uses visual and aural elements to convey the author’s intent.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will analyze the contribution of technical elements to a theatrical production.

I can analyze the contribution of a specific technical element to the effectiveness of a production.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the meaning and emotional responses evoked by a theatrical experience.

I can analyze the manner in which design choices enhance the emotional responses intended by the playwright across a variety of cultures or genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can analyze criteria developed to evaluate performances, designs, and/or execution of designs.

Justify: Students will apply the concept of artistic merit.

I can justify a position taken on the artistic merit of a drama/theatre work.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

I can analyze the impact of personal experience on the creation of theatre.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

I can research significant periods of theatre history using multiple sources of information.

I can research the societal, cultural, and historical contexts that lead to personal artistic choices.

I can connect community values and discuss their influence on personal artistic choices in the creation of a drama/theatre work.

I can display cultural sensitivity to the work of others.

I can compare the creative processes used in various art forms to those used in theatre.

Creating

Students will generate and conceptualize artistic ideas and work.

I can differentiate between theatre as an art form and as dramatic play.

I can explore the concept of imaginary environments.

I can collaborate with others to explore sources of inspiration for artistic work.

Students will organize and develop artistic ideas and work.

I can explore characters, setting, and plot in a devised or scripted work.

I can explore the responsibilities of onstage and offstage theatrical positions.

I can examine the impact of different types of theatre spaces.

I can identify theatrical conventions in a devised or scripted drama/theatre work.

Students will refine and complete artistic ideas and work.

I can apply self-reflection to theatrical ideas.

Performing

Students will select, analyze, and interpret artistic work for presentation.

I can define the elements of drama.

I can identify the types of characters and their relationship to the plot of a drama/theatre work.

I can determine character objectives and tactics.

I can explore characters and technical elements based on research from multiple sources of information.

Students will develop and refine artistic techniques and work for presentation.

I can discuss choices made by an actor in the character development process.

I can demonstrate empathy for characters in literature.

I can develop theatrical skills and techniques by following the steps in the rehearsal process.

I can develop theatrical skills and techniques by following the steps in the acting process.

I can research and discuss acting theories.

I can identify the characteristics of a strong and versatile stage voice.

Students will convey meaning through the presentation of artistic work.

I can convey a specific meaning through the performance of a devised or scripted work.

I can research and share a theatrical design with peers.

Responding

Students will perceive and analyze artistic work.

I can analyze and discuss the characteristics of authentic character interaction and the consequences of a character’s decisions and actions.

I can discuss the contribution of technical elements and dramatic elements of an observed drama/theatre work to the effectiveness of a production.

I can identify appropriate responses to a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

I can identify emotional responses experienced by an audience.

Students will apply criteria to evaluate artistic work.

I can develop criteria to evaluate performances and theatrical designs.

I can distinguish between personal preferences and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in theatrical tasks.

I can discuss the impact of an artist’s personal experience on an existing drama/theatre work.

Explore: Students will explore careers in theatre.

I can explore careers in theatre.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can use digital media to research periods of theatre history.

Research: Students will connect theatrical conventions and cultural perspectives.

I can identify the influence of cultural perspectives on theatrical conventions and practices.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can define cultural sensitivity related to artistic work.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can recognize the effect of the beliefs, attitudes, and actions of people of various ages, cultures, and communities on theatre.

Connect: Students will connect other fine arts and digital media to the theatrical experience.

I can identify elements of the theatrical experience in other art forms and digital media.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can explore with guidance imaginary environments to generate ideas for the elements of a story.

Design: Students will design and create technical elements for a drama/theatre work.

I can imagine solutions to design challenges in a drama/theatre work.

Characterize: Students will explore the creation of diverse characters.

I can explore with guidance the creation of diverse characters.

Students will organize and develop artistic ideas and work.

Develop: Students will develop narrative elements in devised or scripted works.

I can develop characters, setting, and plot individually in a devised or scripted work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can identify onstage and offstage theatrical roles or positions and the responsibilities of each.

I can explore the collaborative nature of theatre.

Organize: Students will use a variety of methods to organize artistic ideas.

I can identify theatrical paperwork.

I can identify different types of stages.

I can respond to stage directions.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can identify strengths and weaknesses when preparing theatrical ideas.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Analyze: Students will apply script analysis skills.

I can explore technical elements based on research.

I can analyze a script of literary merit to identify and define the elements of drama.

Determine: Students will apply character analysis skills.

I can determine character objectives and tactics.

I can explore characters based on research.

I can identify the types of characters and their relationship to the plot of a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can identify the characteristics of a strong and versatile stage voice.

I can demonstrate empathy for characters in literature.

I can prepare a character for a drama/ theatre work through physical, vocal, and psychological choices.

Rehearse: Students will participate in established rehearsal processes.

I can prepare a drama/theatre work following steps in the acting process.

I can develop theatrical skills and techniques through the rehearsal process.

I can identify acting theories.

I can describe the safe and appropriate use of tools.

I can identify tools and equipment used in stagecraft.

I can research a theatrical design.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey a specific interpretation through the performance of a devised or scripted work.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can identify the consequences of a character’s decisions and actions.

Reflect: Students will explore authentic character interactions.

I can identify character interactions.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can identify dramatic elements of an observed drama/theatre work using basic theatre terminology.

Assess: Students will assess the effectiveness of technical elements.

I can identify the contribution of technical elements to the effectiveness of a production.

Observe: Students will exhibit appropriate audience behavior.

I can identify appropriate etiquette during a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the emotional responses evoked by a theatrical experience.

I can identify emotional responses experienced by an audience.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can develop criteria using basic theatre terminology to evaluate performances and/or designs.

Justify: Students will apply the concept of artistic merit.

I can distinguish between personal preferences and artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in theatrical tasks.

I can analyze the impact of personal experience on the creation of a drama/theatre work.

Explore: Students will explore careers in theatre.

I can discuss the opportunities available for careers in theatre.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can compare historical and cultural perspectives to modern cultural perspectives related to theatre.

Research: Students will connect theatrical conventions and cultural perspectives.

I can research the influence of cultural perspectives on theatrical conventions and practices.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can discuss cultural sensitivity related to artistic work.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can analyze the effect of the beliefs, attitudes, and actions of people of various ages, cultures, and communities on theatre.

Connect: Students will connect other fine arts and digital media to the theatrical experience.

I can compare theatre experiences using various art forms and digital media as options.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can collaborate with others to explore imaginary environments to improvise the elements of a story

Design: Students will design and create technical elements for a drama/theatre work.

I can explore the impact of digital media on design for a drama/theatre work.

Characterize: Students will explore the creation of diverse characters.

I can collaborate with others to explore the creation of diverse characters.

Students will organize and develop artistic ideas and work.

Develop: Students will develop narrative elements in devised or scripted works.

I can develop characters, setting, and plot individually and in groups to create a desired effect in a devised or scripted work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can investigate onstage and offstage theatrical roles or positions and the responsibilities of each.

I can collaborate with others to develop ideas for an informal or formal performance.

Organize: Students will use a variety of methods to organize artistic ideas.

I can use selected theatrical paperwork.

I can explore different types of stages.

I can use stage directions to explore artistic work.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can modify theatrical ideas based on self-reflection and feedback.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Analyze: Students will apply script analysis skills.

I can analyze technical elements based on research from multiple sources of information.

I can analyze a script of literary merit to interpret characters, visual design elements, and other elements of drama.

Determine: Students will apply character analysis skills.

I can articulate character objectives and tactics in a work.

I can analyze characters based on research from multiple sources of information.

I can examine the manner in which character choices advance the plot in a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can practice the characteristics of a strong and versatile stage voice with guidance.

I can create empathetic characters in a devised or scripted work.

I can develop a believable, authentic, and relevant character in a drama/ theatre work through physical, vocal, and psychological choices.

Rehearse: Students will participate in established rehearsal processes.

I can research acting theories used in the creation of drama/theatre work.

I can develop a drama/theatre work following steps in the acting process.

I can apply theatrical skills and techniques through the rehearsal process.

Build: Students will design and construct technical elements for a performance.

I can demonstrate the safe and appropriate use of tools.

I can create an original theatrical design.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey a specific interpretation through the performance of a devised or scripted drama/theatre work for a particular audience.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can discuss the consequences of a character’s decisions and actions.

Reflect: Students will explore authentic character interactions.

I can explore characteristics of authentic character interactions.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can discuss dramatic elements of an observed drama/theatre work using theatre terminology.

Assess: Students will assess the effectiveness of technical elements.

I can discuss the contribution of technical elements to the effectiveness of a production.

Observe: Students will exhibit appropriate audience behavior.

I can discuss appropriate etiquette during a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the emotional responses evoked by a theatrical experience.

I can compare and contrast emotional responses intended by playwrights across a variety of cultures or genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can apply criteria using theatre terminology to evaluate performances and/or designs.

Justify: Students will apply the concept of artistic merit.

I can discuss the manner in which society determines artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in theatrical tasks.

I can evaluate the impact of personal experience on the creation of a drama/theatre work.

Explore: Students will explore careers in theatre.

I can identify necessary tools to prepare for a career in theatre.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can make personal artistic choices based on societal, cultural, and historical contexts.

Research: Students will connect theatrical conventions and cultural perspectives.

I can analyze the influence of cultural perspectives and theatrical conventions and practices on design and acting choices.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can develop cultural sensitivity to the artistic work of others.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can explore the intention of the playwright and/or director to influence the beliefs, attitudes, and actions of people of various ages, cultures, and communities.

Connect: Students will connect other fine arts and digital media to the theatrical experience.

I can create a theatrical experience using other art forms and digital media.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can use imaginary environments to improvise the elements of a story to elicit a specific audience response.

Design: Students will design and create technical elements for a drama/theatre work.

I can generate multiple designs for a single drama/theatre work using available technology.

Characterize: Students will explore the creation of diverse characters.

I can use a variety of sources to generate ideas about diverse characters who elicit a specific audience response.

Students will organize and develop artistic ideas and work.

Develop: Students will develop narrative elements in devised or scripted works.

I can assess choices made in the development of characters, setting, and plot to create a desired effect in a devised or scripted work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can fulfill the responsibilities of one onstage or offstage theatrical role or position as part of a creative team.

I can collaborate to develop ideas for an informal or formal performance for a specific audience or specific purpose.

Organize: Students will use a variety of methods to organize artistic ideas.

I can create selected theatrical paperwork.

I can compare and contrast different types of stages.

I can determine weak and strong stage positions.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can refine theatrical choices based on self-reflection and feedback.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Analyze: Students will apply script analysis skills.

I can make artistic choices related to technical elements based on research from multiple sources of information.

I can analyze a script of literary merit to interpret characters, visual design elements, cultural or historical significance, and other elements of drama.

Determine: Students will apply character analysis skills.

I can interpret the playwright’s intent for a character’s objectives and tactics.

I can analyze the manner in which a character’s motives contribute to the believability of a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can independently cultivate a strong and versatile stage voice.

I can investigate diverse methods of creating empathetic characters.

I can refine a believable, authentic, and relevant character in a drama/ theatre work through physical, vocal, and psychological choices.

Rehearse: Students will participate in established rehearsal processes.

I can apply acting theories to increase the impact of my original drama/theatre work.

I can make artistic choices to refine a drama/theatre work using steps in the acting process.

I can refine theatrical skills and techniques through the rehearsal process.

Build: Students will design and construct technical elements for a performance.

I can use tools in a safe and appropriate manner to build technical elements for a production.

I can revise an original theatrical design for a devised or scripted drama/theatre work.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey a specific interpretation through a collaborative performance of a devised or scripted drama/theatre work for a particular audience.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can infer the consequences of a character’s decisions and actions.

Reflect: Students will explore authentic character interactions.

I can discuss the authenticity of character interactions in specific drama/theatre works.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can analyze dramatic elements of an observed drama/theatre work using theatre terminology

Assess: Students will assess the effectiveness of technical elements.

I can analyze the contribution of technical elements to the effectiveness of a production.

Observe: Students will exhibit appropriate audience behavior.

I can analyze appropriate etiquette during a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the emotional responses evoked by a theatrical experience.

I can interpret emotional responses intended by the playwright across a variety of cultures or genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can develop and implement a plan to evaluate performances and/or designs using theatre terminology.

Justify: Students will apply the concept of artistic merit.

I can make choices based on artistic merit.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will incorporate personal experience in theatrical tasks.

I can synthesize personal experience and theatrical knowledge to direct theatre.

Explore: Students will explore careers in theatre.

I can organize professional tools used in the theatre industry

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can justify personal artistic choices based on societal, cultural, and historical contexts.

Research: Students will connect theatrical conventions and cultural perspectives.

I can evaluate the influence of cultural perspectives and theatrical conventions and practices on design, acting, and directing choices in the creation of a specific drama/theatre work.

Understand: Students will demonstrate cultural sensitivity to the artistic work of others.

I can demonstrate cultural sensitivity through appropriate response to the artistic work of others.

Connect: Students will connect community values, beliefs, and cultural differences to the theatrical experience.

I can communicate through performance or production process the intention of the playwright to influence the beliefs, attitudes, and actions of people of various ages, cultures, and communities.

Connect: Students will connect other fine arts and digital media to the theatrical experience.

I can use other art forms and digital media to create a directorial vision for a production.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can direct others in imaginary environments to create the elements of a story to elicit a specific audience response.

Design: Students will design and create technical elements for a drama/theatre work.

I can make design choices from a directorial perspective using technology.

Characterize: Students will explore the creation of diverse characters.

I can direct others in using a variety of sources to generate ideas about diverse characters who elicit a specific audience response.

Students will organize and develop artistic ideas and work.

Develop: Students will develop narrative elements in devised or scripted works.

I can justify choices made in the development of characters, setting, and plot to create a desired effect in a devised or scripted drama/theatre work.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can fulfill the responsibilities and provide guidance as the director of a creative team.

I can provide oversight and vision for the work of a creative team in developing ideas for an informal or formal performance.

Organize: Students will use a variety of methods to organize artistic ideas.

I can compile and synthesize a full set of theatrical paperwork to prepare for a theatrical project.

I can facilitate the organization of artistic work in a variety of theatre spaces.

I can block movement to express artistic ideas, using stage directions.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can advise peers in refining theatrical choices based on their self-reflection.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Analyze: Students will apply script analysis skills.

I can recommend multiple sources of information for the production staff’s research and guide artistic choices related to technical elements made by the staff.

I can analyze a script of literary merit to interpret characters, visual design elements, cultural or historical significance, and other elements of drama for making artistic, directorial choices.

Determine: Students will apply character analysis skills.

I can communicate to actors the playwright’s intent for characters and tactics.

I can develop a directorial approach to guide actors in making character choices in a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can facilitate the actors’ cultivation of strong and versatile stage voices.

I can facilitate the actors’ choices to cultivate an empathetic response from the audience.

I can assess an actor’s physical, vocal, and psychological choices in the creation of a believable, authentic, and relevant character.

Rehearse: Students will participate in established rehearsal processes.

I can synthesize knowledge of acting theories to rehearse a performance of student-created drama/theatre work.

I can facilitate the acting process.

I can facilitate the rehearsal process.

Build: Students will design and construct technical elements for a performance.

I can organize and direct the use of tools to create a production.

I can create a directorial vision for an overall theatrical design concept for presentation to the creative team.

Students will convey meaning through the presentation of artistic work.

Imagine: Students will convey a specific interpretation through the performance of a devised or scripted work.

I can convey different interpretations of the same story of a devised or scripted drama/ theatre work for different audiences.

Responding

Students will perceive and analyze artistic work.

Reflect: Students will explore the consequences of character decisions and actions.

I can analyze the consequences of a character’s decisions and actions.

Reflect: Students will explore authentic character interactions.

I can compare and contrast the authenticity of character interactions in specific drama/theatre works.

Analyze: Students will analyze the dramatic elements in a theatrical experience.

I can assess dramatic elements of an observed drama/theatre work using theatre terminology.

Assess: Students will assess the effectiveness of technical elements.

I can assess the contribution of technical elements to the effectiveness of a production.

Observe: Students will exhibit appropriate audience behavior.

I can model appropriate etiquette during a theatrical experience as an audience member.

Students will interpret intent and meaning in artistic work.

Interpret: Students will explore the emotional responses evoked by a theatrical experience.

I can analyze emotional responses intended by the playwright across a variety of cultures or genres.

Students will apply criteria to evaluate artistic work.

Evaluate: Students will develop and apply criteria for theatrical work.

I can refine performances and/or designs to increase audience impact by using peer- and self-created evaluation plans.

Justify: Students will apply the concept of artistic merit.

I can justify a position taken on the artistic merit of a drama/theatre work.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

I can synthesize personal experience, awareness of beliefs and biases, and knowledge of my specialized theatrical area into plans or designs for an actualized drama/theatre work.

I can enhance my decisions with theories regarding design, perception, or philosophy.

Students will relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

I can justify my choices as a leader with regard to societal, cultural, and historical context.

I can defend the ways in which a design or choice reflects community values and beliefs.

I can demonstrate cultural sensitivity in artistic work.

I can use my knowledge of theatre history to increase the impact of our production.

I can use my knowledge of technological advances in theatre to increase the effectiveness of a production.

Creating

Students will generate and conceptualize artistic ideas and work.

I can adapt and follow a process to achieve my goals in theatre.

I can successfully fulfill a specific theatrical leadership role within a larger production team.

I can use digital media to enhance processes and products within my area of theatrical expertise.

Students will organize and develop artistic ideas and work.

I can accomplish the tasks of a theatrical leader.

I can respect other leaders’ and students’ contributions to our shared productions.

I can develop paperwork for organizing and managing my area of theatrical expertise.

Students will refine and complete artistic ideas and work.

I can apply self-reflection to my experiences in theatrical leadership.

Performing

Students will select, analyze, and interpret artistic work for presentation.

I can analyze a script of literary merit to inform my choices as a theatrical leader.

I can choose, organize, and employ multiple sources of information including print resources, web resources, film, and video to inform production choices.

Students will develop and refine artistic techniques and work for presentation.

I can enhance my decision-making skills through research.

I can perform leadership roles in the rehearsal process.

I can safely demonstrate specialized tools and/or methods to others.

Students will convey meaning through the presentation of artistic work.

I can make artistic or technical choices to convey meaning in a realized production.

Responding

Students will perceive and analyze artistic work.

I can assess the effectiveness of specific theatrical elements in adding value to the overall production using specialized terminology.

Students will interpret intent and meaning in artistic work.

I can defend my rationale for meaningful choices made to convey the author’s intent.

Students will apply criteria to evaluate artistic work.

I can evaluate performances, designs, and execution of designs using advanced student-selected criteria.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Students will incorporate personal experiences, beliefs, and biases into theatrical makeup design.

I can analyze the impact of personal experiences, beliefs, and biases on theatrical makeup design.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will incorporate social, cultural, and historical knowledge into artistic choices.

I can analyze artistic choices with regard to societal, cultural, and historical context.

Students will demonstrate cultural sensitivity to the artistic work of others.

I can demonstrate sensitivity in relation to artistic work.

Students will connect theatrical makeup with theatre history.

I can identify the connections between theatre history and makeup designs and application.

Creating

Students will generate and conceptualize artistic ideas and work.

Students will use imaginary characters and environments to inspire theatrical makeup ideas.

I can explore ideas for theatrical makeup inspired by imaginary environments and characters to support the elements of a story.

Students will explore the use of digital media and other sources to generate theatrical makeup ideas.

I can use a variety of sources to conduct research to generate ideas for makeup designs.

Students will organize and develop artistic ideas and work.

Students will collaborate with a creative team to prepare for a theatrical work.

I can collaborate to prepare a theatrical makeup design or project.

I can explore the contributions of a makeup designer or technician to the overall creative team.

I can appreciate an actor’s contribution to a production.

Students will use a variety of documents to organize theatrical makeup work.

I can create documents used in the design and execution of theatrical makeup.

Students will refine and complete artistic work.

Students will apply self-reflection and feedback to refine theatrical makeup.

I can refine makeup design choices and application solutions based on self-reflection and feedback.

Performing

Students will analyze, interpret, and select artistic work for presentation.

Students will apply script analysis skills to makeup design.

I can analyze a script of artistic merit in order to make artistic choices for a makeup concept.

Students will apply character analysis skills to makeup design.

I can examine the manner in which makeup design elements can represent character relationships in a drama/theatre work.

Students will select sources of information to inform makeup design choices.

I can explore multiple sources of information to inform makeup design choices for a drama/theatre work.

Students will develop and refine artistic techniques and work for presentation.

Students will design and apply theatrical makeup.

I can research and execute a component of a theatrical makeup design.

I can identify the design process and design theories.

Students will identify specialized theatrical makeup tools and materials.

I can use a variety of specialized theatrical makeup and hairstyling tools and materials to execute a design for a specific drama/theatre work.

Students will demonstrate appropriate safety practices.

I can demonstrate appropriate safety practices.

Students will convey meaning through the presentation of artistic work.

Students will convey the author’s intent through theatrical makeup design.

I can describe the manner in which makeup design conveys the author’s intent.

Responding

Students will perceive and analyze artistic work.

Students will analyze the contribution of theatrical makeup using appropriate terminology.

I can analyze the contribution of theatrical makeup to the effectiveness of a production using specific terminology.

Students will interpret intent and meaning in artistic work.

Students will interpret emotional responses created by makeup designs.

I can discuss the manner in which makeup design choices affect the mood and meaning of a drama/theatre work.

Students will apply criteria to evaluate artistic work.

Students will develop and apply criteria to evaluate a drama/theatre work.

I can develop criteria to evaluate designs and the execution of designs in a drama/theatre work.

Students will compare personal preference and artistic merit of a drama/theatre work.

I can justify a position taken on the artistic merit of a drama/theatre work.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connect: Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Critique: Students will apply criteria to evaluate artistic work.

Interpret: Students will interpret intent and meaning in artistic work.

Select: Students will perceive and analyze artistic work.

Responding

Rehearse: Students will convey meaning through the presentation of artistic work.

Rehearse: Students will refine vocal technique.

Sight-read: Students will read music notation.

Students will develop and refine artistic work.

Analyze: Students will analyze and interpret artistic work for performance.

Select: Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Performing

Revise: Students will refine and complete artistic work.

Plan and Make: Students will organize and develop artistic ideas and work.

Imagine: Students will organize and develop artistic ideas and work.

Creating

I can explore with guidance connections between musical works, other art forms, and other contexts.

I can identify how personal experiences influence musical performances.

I can evaluate musical selections using teacher-generated criteria.

I can identify, with guidance, elements of music, interests, purpose, and context in a selected work.

I can identify, with guidance, reasons for selecting music based on characteristics of the music and personal interest.

I can develop, with guidance, proper stage and listening etiquette and performance standards for individuals and ensembles.

I can demonstrate beginning understanding of correct vocal technique in a formal or informal performance.

I can explore beginning concepts of vocal technique in a choral setting with teacher guidance.

I can identify basic musical notation with teacher guidance.

I can identify, with guidance, the elements of music and their purpose within a vocal work.

I can explore a variety of vocal repertoire, based on interest, music reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share and reflect on a short rhythmic and/ or melodic pattern.

I can develop and preserve a rhythmic or melodic idea or motive.

I can improvise a short rhythmic and/or melodic pattern.

I can independently identify connections between musical works, other art forms, and other contexts.

I can explain how personal knowledge, skills, and experiences influence musical performances.

I can establish independently generated criteria to evaluate musical selections.

I can identify elements of music, interests, purpose, and context in a selected work.

I can identify, with limited guidance, reasons for selecting music based on characteristics of the music and personal interest.

I can practice, with limited guidance, proper stage and listening etiquette and performance standards for individuals and ensembles.

I can sing expressively with attention to dynamics, phrasing, and articulation, utilizing correct vocal technique in a formal or informal performance.

I can demonstrate beginning concepts of vocal technique in a choral setting.

I can read and sing, alone and with others, basic musical notation based on appropriate time signatures.

I can identify, with limited guidance, the elements of music and their purpose within a vocal work.

I can select, with guidance, passages, excerpts, or sections of a vocal work, based on interest, music-reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine motives using teacher-provided criteria.

I can select, develop, and preserve draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristics of music or text(s).

I can create a motive.

I can explain connections between musical works, other art forms, and other contexts.

I can connect personal knowledge, skills, and experiences to musical performances.

I can apply independently generated criteria to evaluate musical selections.

I can interpret the expressive intent of musical works, referencing the musical elements.

I can discuss reasons for selecting music based on characteristics of the music and personal interest.

I can practice stage and listening etiquette and performance standards for individuals and ensembles.

I can sing expressively with attention to dynamics, phrasing, articulation, blend, and balance, utilizing correct vocal technique in a formal or informal performance.

I can demonstrate increasingly complex concepts of vocal technique in a choral setting.

I can sing and/ or sight-sing, alone and with others, increasingly complex musical notation based on appropriate time signatures, key signatures, and symbols.

I can identify and interpret, with guidance, expressive elements in a varied repertoire of music in preparation for performance.

I can select, with guidance, varied repertoire to study, based on interest, music-reading skill, and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine extended rhythmic and/or melodic patterns, using collaboratively developed criteria, using technology when available.

I can select, develop, and preserve draft melodies or rhythmic passages for specific purposes that demonstrate understanding of characteristics of music or text(s).

I can create and notate a rhythmic and/or melodic pattern, using technology when available.

I can evaluate the connections between musical works, other art forms, and other contexts.

I can apply personal knowledge, skills, and experiences to interpret the composer’s intent.

I can explain how experiences, analysis, and the context of a musical work influence the interest in and evaluation of the piece.

I can analyze elements of music, interests, purpose, and context in a selected work.

I can explain reasons for selecting music, citing characteristics of the music and connections to interest, purpose, and context.

I can discuss the reasons for practicing appropriate stage and listening etiquette and performance standards.

I can demonstrate attention to technical accuracy and expressive elements in performance across a varied repertoire of music, utilizing correct vocal technique.

I can use teacher and peer feedback to refine elements of vocal technique, musical expression, and ensemble technique in varied repertoire.

I can sing and/ or sight-sing, alone and with others, increasingly complex musical notation based on appropriate time signatures, key signatures, symbols, and terminology

I can explain the manner in which the elements of music contribute to the composer’s intent for performance.

I can select varied repertoire based on music-reading skills and vocal skill of the individual or ensemble for a potential performance

I can share, reflect on, and refine short rhythmic and/or melodic phrases built on a motive, using collaboratively developed criteria, using technology when available.

I can select, develop, and preserve draft melodies and rhythmic passages for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods.

I can create and notate a short rhythmic and/or melodic phrase based on a motive, using technology when available.

I can research and analyze the historical and cultural relationships between musical works, other art forms, and other contexts.

I can evaluate the quality of a musical performance using personal knowledge, skills, and experiences that convey the composer’s intent.

I can evaluate works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.

I can develop criteria to use when analyzing music, based on elements of music, interests, purpose, and context.

I can use provided criteria to justify choices made when selecting music.

I can explain the impact on the performance of practicing appropriate listening etiquette and performance standards.

I can demonstrate consistent attention to technical accuracy and expressive elements in performance across a varied repertoire of increasingly complex music, representing diverse cultures and styles, and utilizing correct vocal technique, while relating to particular audiences.

I can use teacher and peer feedback and self-reflection to refine elements of vocal technique, musical expression, and ensemble technique in varied repertoire.

I can sing and/or sight-sing, alone and with others, advanced musical notation based on appropriate time signatures, key signatures, symbols, and terminology in various languages.

I can demonstrate understanding and application of expressive qualities in a varied repertoire of music through performance.

I can explain the manner in which self-selected music addresses the music reading skill and vocal skill of the individual or ensemble for a potential performance.

I can share, reflect on, and refine ideas for melodies, rhythmic passages, and arrangements, using personally developed criteria, using technology when available.

I can select, develop, and preserve draft melodies, rhythmic passages, and arrangements for specific purposes that demonstrate understanding of characteristics of music from a variety of historical periods.

I can compose and improvise ideas for melodies and rhythmic passages, using technology when available.

I can research and analyze a specific piece of music in terms of its time period, region, and culture.

I can defend my interpretation of a musical work that conveys the composer’s intent.

I can evaluate works and performances based on research, as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.

I can support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, setting of the text, and varied researched sources.

I can use research and provided criteria to justify choices made when selecting music by citing knowledge of the music and the specified purpose and context.

I can model proper stage and listening etiquette and performance standards for individuals and ensembles.

I can demonstrate mastery of the technical demands and expressive elements across a varied repertoire of increasingly complex music in multiple types of performing ensembles, representing diverse cultures and styles, and utilizing correct vocal technique, while relating to particular audiences.

I can develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music and evaluate their success.

I can sing and/ or sight-sing, alone and with others, increasingly advanced musical notation based on appropriate time signatures, key signatures, symbols, terminology in various languages, and using non-traditional notation.

I can analyze, document, and demonstrate the manner in which the elements of music and context contribute to the composer’s intent f or performance.

I can develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

I can share, reflect on, and refine ideas for arrangements, sections, and short compositions, using personally developed criteria, using technology when available.

I can select, develop, and preserve arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristics of music from a variety of cultures.

I can compose and improvise ideas for arrangements, sections, and short compositions, using technology when available.