High School Fine Arts Nebraska Standards

Connect

Respond

Perform

Create Movement

Create Concepts

Students will develop knowledge and skills to create, perform, respond to, and connect artistic ideas and expressions through dance and movement.

Students will employ dance elements and choreographic principles, structures, and processes to create dances that communicate ideas, images, feelings, and experiences.

Generate movement and create dance phrases to communicate ideas, images, feelings, and experiences based on inspiration from a variety of sources (e.g., create a dance phrase based on a favorite song, poem, art piece).

Create a dance sequence that uses a variety of dance elements to implement simple choreographic structures and principles to fulfill choreographic intent (e.g., select phrases for expansion into dance sequences).

Understand and apply the role of improvisation to create choreography with others (e.g., create cohesive transitions between the phrases).

Manipulate movement ideas, choose from a variety of solutions to movement problems, and work with others to create choreography (e.g., create a group work for peers).

Students will apply movement skills in dance.

Use a variety of body movements with flexibility, endurance, strength, and proper alignment to develop form and execute dance technique (e.g., execute extended sequences in a variety of dance forms with a high rate of accuracy).

Apply time, space, weight, and flow to perform dance (e.g., use expressive musical phrasing and dynamic control).

Recognize differences and execute technical skills from a variety of dance styles (e.g., study techniques such as ballet, modern, "release technique", West African, Afro-Haitian, jazz, hip-hop, rhythm tap, Broadway tap, flamenco, Broadway theater dance, latin, ballroom).

Students will understand how to apply performance values kinesthetic awareness, concentration, focus, and etiquette to enhance dance performance.

Apply appropriate behaviors and etiquette to observe, create, and perform dance (e.g., demonstrate safe practices for each genre, apply dance experience and knowledge, exhibit dance awareness).

Understand the impact of performance values of clarity, concentration, focus, and projection on dance performance (e.g., understand the concepts of solo, duet, group dance, and the impact of each).

Understand how self-assessment, teacher, and peer feedback can be used to refine dance performance (e.g., maintain a dance portfolio: journal, research, ideas, drawings, print-media clippings, resources, and performance notes. Recognize dance may look different to an audience vs. the way it feels to a performer).

Students will apply critical thinking skills to analyze and evaluate dance.

Use accurate dance terminology to describe how elements of movement and choreographic structures are used to communicate ideas in dance (e.g., use written and verbal expression to analyze dance in response to dance observation, creation, and performance).

Analyze the use of dance elements and choreographic forms and structures in a variety of significant, current dance works for the 21st century (e.g., implement analytical skills to examine current companies and/or choreographers).

Students will apply cultural, interdisciplinary, and historical connections with dance.

Use dance to apply concepts in world history and relate them to significant events, ideas, and traditions from a global context (e.g., research the role dance played globally and throughout time).

Demonstrate how other arts disciplines are integrated into dance creation and performance (e.g., understand the principles underlying collaboration by learning or creating dances in cooperation with students working in other disciplines, or by using elements and skills from other disciplines).

Apply health and nutrition to enhance dance ability (e.g., set goals for healthy behaviors that may enhance dance experiences).

Identify various dance-related professions and how they impact the field of dance.

Connect

Respond

Present

Create

Students will develop knowledge and skills of current and emerging processes, techniques, and applications used in the creation of media arts as a means of expressing human experience.

Students will analyze and synthesize processes, techniques, and applications in media arts through the creation of media arts.

Engage in pre-production processes to prepare content and systems for production in media arts (e.g., scripting, storyboarding, choreographing).

Apply media arts vocabulary along with elements and principles of design in the creative process.

Develop strategies, processes, and plans for creating work in media arts that reflect understanding of multiple resources and media.

Demonstrate understanding of, and respect for, the accepted procedures regarding the responsible care of media arts equipment and materials.

Students will communicate an idea/message by presenting their work in media arts.

Research, organize, and integrate media arts content, processes, and aesthetic elements to convey meaning in media arts.

Refine and enhance expression through media arts, ideas, and skills over time while gathering and responding to critical feedback.

Analyze and evaluate the effectiveness of message perception to diverse audiences (e.g., age, gender, ethnicity).

Construct, distribute, and manage works in media arts through a variety of contexts (e.g., live audiences, digital display, web).

Students will analyze, interpret, and evaluate work produced in media arts.

Analyze and describe various forms, methods, styles, and qualities in media arts to reflect experience and create intention.

Evaluate and interpret multiple perspectives, key components, and relationships in media arts (e.g., intention, form, context).

Engage in self-directed and teacher-directed critiques of media arts.

Students will analyze and integrate personal and global connections through media arts.

Use historical, cultural, aesthetic, and critical frameworks to examine the capacity of media arts to reflect, affect, and catalyze personal reflection, action, or social change.

Apply the concepts of digital citizenship in media arts (e.g., copyright, plagiarism, citations, liability, validating resources).

Incorporate and analyze personal or collective experiences, perspectives, and ideas of others in media arts.

Evaluate the necessary training and lifelong learning skills for careers in media arts.

Respond

Perform

Create

Students will develop and apply knowledge and skills to create, perform, and respond to music, making connections to human experiences.

Students will compose, arrange, improvise, read, and perform music with an analytical understanding of the language of music.

Independently generate multiple compositional ideas for a specific purpose or mood, including: <ul><li>how elements of music (glossary) utilize expressive intent</li><li>unity/variety</li><li>tension/release</li><li>how personal experiences influence musical choices.</li></ul>

Create, evaluate, and refine musical ideas that actualize creative intent with increasing craftsmanship.

Analyze compositional devices in student creations.

Present an improvisation, arrangement, or original composition that conveys mood through craftsmanship. Explain how elements of music in the student creation are used to communicate expressive content (e.g., aurally, visually, electronically) and evaluate the effectiveness of their use.

Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through creating.

Students will sing and/or play, independently and/or with others, a variety of music genres and styles using technical accuracy and expression, and synthesize feedback from various sources to evaluate performance.

Analyze and interpret expressive characteristics and components of technique, function, and context of selected pieces (e.g., timbre, texture).

Develop and refine solo/ensemble performance skills evaluation (e.g., posture, technique, reading music) using self-evaluation and feedback from others.

Perform (formally or informally) music of greater complexity using accurate intonation, expression, and stylistically correct interpretation of phrasing, dynamics, and articulation. Demonstrate appropriate performance expectations.

Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through performing.

Students will analyze and evaluate how music elicits intended responses (personal response to music).

Select appropriate music in contrasting styles to listen to or perform with the audience in mind.

Analyze and evaluate how the performer/creator uses composition and performance characteristics (e.g., form, style) to convey expressive intent.

Independently choose appropriate criteria (e.g., texture, phrasing) to critique expressiveness and effectiveness of a performance/composition.

Connect music to historical and cultural contexts, the arts, other disciplines, and life experience through responding.

Connect

Respond

Perform

Create

Students will develop knowledge and skills applying the creative and collaborative process within theatre by crafting, performing, and responding to expressions of the human experience.

Students will dramatize ideas and events using linear and non-linear plot structures.

Design, develop, and use an environment with available materials appropriate to a scripted or improvised performance (e.g., plan and create a bus stop or a store front).

Create a storyboard of an event using non-linear plot structure.

Develop and refine, through improvisation, a short scene using linear plot structure.

Analyze themes within theatrical works and their social relevance to audiences (e.g., McCarthyism in Arthur Miller's The Crucible).

Adapt a section or scene for performance from a novel or short story using dialogue and/or narration (e.g., trial scene from To Kill A Mockingbird, "The Interview" from The Scarlet Letter, Speak, "The Lottery").

Plan and rehearse an invented, historical or fictional character using posture, movement, facial expression, gestures, vocal choice, costume, make-up, hair, props, and space (e.g., living history monologue, Miracle Worker, Of Mice and Men, Pony Boy from The Outsiders)

Students will perform ideas and events through movement, speech, and staging for an intended audience.

Communicate character through the use of rate, articulation, enunciation, projection, inflection, blocking in a monologue or scene.

Communicate character, relationship, and objective through the use of blocking and facial expression (e.g., duet scene from Romeo & Juliet, Mama and Walter from Raisin in the Sun, Joe Mondragon and Sheriff from The Milagro Beanfield War).

Rehearse, refine, and perform a scripted play incorporating a designed environment and audience arrangement.

Polish and perform a monologue (glossary) based on the character developed in previous strand ("create character" FA 12.5.1.f).

Expand and develop character based on teacher/director comments.

Design and craft a performance space making effective use of available light, sound, and color.

Evaluate one's own effectiveness in a production/scene (e.g., taking director feedback and modifying performance).

Demonstrate understanding/respect for accepted procedures regarding responsible use/care of theatrical equipment/material (e.g., show awareness of fire codes regarding lights, curtains, paint storage, seating, scene shops; knowledge of rigging standards, safety regulations for use of power tools and other equipment).

Students will analyze and evaluate audience/performance relationship.

Evaluate how audience conduct affects a theatrical performance.

Analyze and critique in part, or in its entirety, a live performance or recording of a live performance.

Evaluate how choices of the actor(s) impact audience understanding of a performance (e.g., Hamlet (Mel Gibson, Kenneth Branagh), multiple versions of Romeo & Juliet).

Differentiate among theatrical works as dramatic, comedic, musical theatre, or tragic genres.

Justify a personal reaction to a performance or recording of a live performance.

Students will analyze and evaluate connections between theatre and society.

Analyze the cultural and historical significance of theatrical forms as they have evolved over time, including contemporary theatre and pop culture (e.g., Romeo and Juliet influenced West Side Story).

Explain the differences between historical event and dramatization of the event (e.g., The Diary of Anne Frank vs. the play The Diary of Anne Frank, Salem Witch Trial records vs. The Crucible, letters of Abigail and John Adams vs. the musical 1776).

Examine the convergence of themes, ethics, aesthetics, and traditions in a theatrical work.

Analyze and evaluate cultural impact of theatre on society (e.g., A Raisin in the Sun, West Side Story).

Connect and draw conclusions about how various jobs in theatre contribute to the whole theatrical experience.

Respect intellectual property rights and identify entities vital to creation of, and advocacy for, theatre (e.g., respecting author intent, crediting authors, royalties, publishing companies, community theatres).

Connect – Individual perspective and identity through the study of art

Present – Art to communicate ideas, process, and product.

Respond – to understand and appreciate ideas

Create – Art to generate ideas

Students will develop and apply ideas, knowledge, and skills to create, respond to, present, and connect art with the human experience. (curricular bands have been re-ordered: create, respond, present, connect)

Students will use the creative process to formulate a plan and implement aesthetic choices in artwork.

Analyze multiple ideas and materials to demonstrate planning and refining.

Create and communicate a personal voice, with intention, through a body of work.

Engage in making art to communicate and connect aesthetic theories to self-expression (e.g., imitationalism, expressionism, institutionalism, instrumentalism, formalism, contextualism).

Demonstrate and communicate understanding of relationships between elements of art and principles of design by developing multiple solutions to a visual problem.

Synthesize knowledge of relationships between advanced technique, skill, and craftsmanship.

Demonstrate respect for accepted procedures regarding responsible care of equipment and materials.

Students will use the critical process to develop and defend a logical argument supporting a contextual response to a work of art.

Identify and describe works of art that reveal different ideas (e.g., cultures, individuals).

Formulate a rationale addressing use of elements and principles in a work of art.

Interpret and explain expressive qualities of artistic styles and movements (e.g., contemporary/pop cultural vs. historical art movements).

Critique and defend how aesthetic choices impact the visual image and/or intended message.

Students will integrate and apply presentation knowledge into life experiences.

Design a personal artist statement by choosing from a variety of methods (e.g., poetry, multimedia).

Create a portfolio, digital collection, or community display in a professional manner.

Compare and contrast the effectiveness of a presentation venue and how it affects the artist, artwork, and audience (e.g., reproduction, digital, social media, museum setting, gallery experience).

Students will synthesize understanding of contemporary, historical, and cultural context in art and life.

Investigate how artists define, shape, and empower their lives (e.g., personal life, lifelong opportunities, careers).

Analyze and interpret works of art from a variety of contemporary, historical, cultural contexts; time periods, and cultural settings.

Synthesize how the purpose and function of art reveals aesthetic theory (e.g., political, social, cultural, personal).

Connect images, objects, and a personal work of art to convey a story, familiar experience, or connection to the world.