Template for Deconstructing a Content Standard- Creating Learning
Targets
The Process for Deconstructing Standards:
Determine the ultimate target type represented in the standard
o
Identify the prerequisite or underlying knowledge, reasoning, and/or skills.
o
Consider whether the content standard’s ultimate goal is the acquisition of knowledge, the
development of reasoning capabilities, the demonstration of a physical skill, or the creation of a
product.
Answer these four questions:
What does a student need to know and understand to attain mastery of this standard?
What patterns of reasoning, if any, are required to attain mastery or this standard?
What skills, if any, are required for mastery of this standard?
What products, if any, would students need to be proficient in creating to mast this standard?
Check your work for accuracy and reasonableness.
K-12 Arts Learning Standards:
Priority Standard
Component 1.2- Develops arts skills and techniques
Knowledge
Reasoning
Skill
Product
Type
o
Review all targets collectively. Will they move the students toward overall standard mastery?
Knowledge Targets
Requires K targets
Students can identify
and define the
theatrical physical
skills and techniques
used to create a
‘believable’ character.
Students can identify
and define the
theatrical vocal skills
and techniques used
to create a
‘believable’ character
Underpinning Learning Targets
Reasoning Targets
Skill Targets
Product Targets
Requires K + R targets
Requires K + R + S Targets
Student can examine
others choices of
vocal techniques.
Students can apply
and practice different
vocal techniques to a
character.
Students can use their
voice appropriately to
create a character as
defined by a script.
Students can apply
and practice different
physical techniques to
a character.
Students can create
the correct physical
type for a character as
defined by a script.
Students can examine
others choices of
physical techniques.
Students can analyze
how vocal and
physical techniques
contribute to the
characterization.
Requires K + R + S* + P
Targets
Not always
Adapted from Classroom Assessment for Student Learning Doing It Right—Using It Well 2012
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