Arts
Sample Graduation Competencies and Performance Indicators
Arts Graduation Competency 1
DISCIPLINARY LITERACY
Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.
Dance
Fifth-Grade Performance Indicators
A. Identify and describe the dance
Eighth-Grade Performance Indicators
A. Identify and describe the dance
High School Performance Indicators
C. Apply accumulated knowledge of
concepts of space, time, energy, and
terms of time, composition, and
dance composition, dynamics, and
composition form. (CCL AD1)
style/tradition. (CCL AD1)
terminology to describe and perform
A. Use space concepts to solve
movement challenges. (CCL AD2)
B. Replicate a dance movement. (CCL
AD1)
dances with greater complexity and
B. Apply space concepts in a repeatable
variation. (CCL AD1)
movement phase. (CCL AD2)
B. Move to complex rhythm patterns
D. Apply space concepts in an original
repeatable, choreographed piece.
and syncopation. (CCL AD1)
C. Combine and demonstrate the
technical skills of skeletal alignment,
(CCL AD2)
E.
various genres. (CCL AD1)
strength, agility, and coordination.
(CCL AD6)
D. Replicate a dance phrase. (CCL AD1)
Identify and move to rhythms of
F.
Integrate and demonstrate the
technical skills of skeletal alignment,
body-part isolation, strength,
flexibility, agility, and coordination.
(CCL AD6)
G. Replicate dance composition forms
and themes. (CCL AD1)
Music
Fifth-Grade Performance Indicators
A. Accurately perform music in easy keys,
Eighth-Grade Performance Indicators
A. Accurately perform music that
High School Performance Indicators
A. Perform music that requires well-
meters, and rhythms with limited
includes changes of tempo, key, and
developed technical skills, attention to
ranges, both instrumentally and
meter in modest ranges with
phrasing and interpretation, and the
vocally, while modeling proper posture
moderate technical demands,
ability to perform various meters and
and technique, alone or with others.
modeling proper posture and
rhythms in a variety of keys while
(CCL AM1, CCL AM2)
technique, alone or with others. (CCL
modeling proper posture and
AM1, CCL AM2)
technique, alone or with others. (CCL
B. Identify and read musical notation,
symbols, and terminology of dynamics.
(CCL AM3)
C. Describe simple examples of the
elements of music. (CCL AM6)
B. Apply accumulated knowledge of
musical notation, symbols, and
AM1, CCL AM2)
B. Apply accumulated knowledge of
terminology to a music performance.
musical notation, symbols, and
(CCLAM3)
terminology to perform music. (CCL
C. Compare elements of music. (CCL
AM6)
AM3)
C. Analyze and evaluate music. (CCLAM6, CCL-AM-7)
Theatre
2
Fifth-Grade Performance Indicators
A. Describe theatre terms. (CCL AT3)
Eighth-Grade Performance Indicators
D. Identify and explain theatre terms
and concepts. (CCL AT3)
B. Present a rehearsed scene after
selecting and making props, costumes,
set pieces, and/or puppets. (CCL AT3)
E.
Describe and participate in a
High School Performance Indicators
A. Identify and define the parts of the
stage. (CCL-AT3)
B. Identify and describe the crisis,
performance from pre-show through
resolution, and theme of the play.
strike. (CCL AT3)
(CCL-AT7)
C. Fulfill a technical role from pre-show
through strike. (CCL-AT3)
Visual Arts
Fifth-Grade Performance Indicators
A. Explain purposes for making art in
different times and places. (CCL AV6)
B. Explain the relationship art has to
cultural traditions, personal expression,
and communication of beliefs. (CCL
AV9)
C. Identify and describe features of
composition. (CCL AV5)
D. Identify and describe a variety of
media and associated tools,
techniques, and processes for multiple
art forms and genres. (CCL AV1)
Eighth-Grade Performance Indicators
A. Explain and compare different
High School Performance Indicators
A. Research and explain how art and
purposes of artists and their artwork,
artists reflect and influence culture
in the context of time and place.
and periods of time. (CCL AV4)
(CCL AV4, CCL AV6)
B. Compare features of composition
both within an artwork and among
artworks. (CCL AV5)
C. Explain the effects of media and their
B. Evaluate all the features of
composition. (CCL AV5)
C. Compare the effects of media and
their associated tools, techniques, and
processes, using elements, principles,
associated tools, techniques, and
and expressive qualities in art forms
processes, using elements, principles,
and genres. (CCL AV1)
and expressive qualities in art forms
and genres. (CCL AV1)
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Arts Graduation Competency 2
CREATION, PERFORMANCE, EXPRESSION
Students create, perform, and express ideas and feelings through the art discipline.
Dance
Fifth-Grade Performance Indicators
A. Use movement to express a basic idea
Eighth-Grade Performance Indicators
A. A. Use movement to express and
and share it with peers. (CCL AD3)
B. Develop a dance phrase. (CCL AD2)
High School Performance Indicators
A.
communicate a story, a piece of
choreography using the elements of
music, an artwork, or an emotion.
dance. CCL A-D2)
(CCL AD3)
C. Solve movement challenges involving
B. Create both solo and ensemble dance
B. Create and develop dance
one or more concepts alone or with a
works accurately producing a complex
sequences. (CCL AD2)
partner. (CCL AD2)
movement sequence with rhythmic
acuity. (CCL AD2)
C. Use improvisation to discover and
D. Select props or costumes to enhance a
invent movement sequences and
dance phrase and explain the choice.
(CCL AD2)
A. Create an original piece of
C. Solve increasingly complex movement
solve movement challenges with one
challenges involving several dance
or more partners. (CCL AD2)
concepts with one or more partners.
(CCL AD2)
D. Identify and select light, costume, or
sound changes to enhance a dance
D. Include and explain costume, light,
phrase. (CCL AD2)
and sound changes in a piece of
choreography. (CCL AD2)
B.
B.
Music
Fifth-Grade Performance Indicators
A. Create or perform music of various
C.
Eighth-Grade
Performance Indicators
D.
A. Perform music of various styles and
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C. School Performance Indicators
High
D.
C. Perform music of various styles and
styles and genres in easy keys, meters,
genres that includes changes of
genres that requires well-developed
and rhythms with limited ranges. (CCL
tempo, key, and meter in modest
technical skills, attention to phrasing
AM1, CCL AM2, CCL AM4)
ranges with moderate technical
and interpretation, and various meters
demands. (CCL AM1, CCL AM2)
and rhythms in a variety of keys. (CCL-
B. Create compositions by applying the
AM1, CCL AM2)
knowledge and skills of notation,
symbols, and terminology of dynamics.
(CCL AM4, CCL AM5)
Theatre
Fifth-Grade Performance Indicators
A. Demonstrate blocking in a play. (CCL
A. Analyze and evaluate musical ideas
B. Compare musical ideas expressed in
expressed in compositions. (CCL AM4,
compositions. (CCL AM4, CCL AM6)
E.
E.
F.
Eighth-Grade
Performance Indicators
G.
AT2)
CCL AM6, CCL AM7)
A. Apply gesture, movement, and stage
F.
High
School Performance Indicators
G.
business in the portrayal of a role.
the portrayal of a role. (CCL AT2)
(CCL AT2)
B. Demonstrate attributes of a character
and the ability to properly project
B. Demonstrate development of a
B. Demonstrate development of a
voice through script and improvisation.
character’s attitude and point of
(MLR B2)
view using non-verbal techniques.
character’s attitude and point of
view. (CCL AT2)
C. Improvise to address unforeseen
(MLR B2)
C. Improvise using voice, motivation, and
body part isolations. (CCL AT1)
A. Refine gesture and stage business in
circumstances. (CCL AT1)
C. Improvise using blocking,
relationships, props, and movement.
(CCL AT1)
H.
H.
Visual Arts
Fifth-Grade Performance Indicators
A. Use a variety of media, tools,
techniques, and processes to create
I.
Eighth-Grade
Performance Indicators
J. A. Choose suitable media, tools,
techniques, and processes to create
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I.
High
School Performance Indicators
J.
A. Choose multiple suitable media, tools,
techniques, and processes to create a
original artworks. (CCL AV1)
original artworks. (CCL AV1)
variety of original artworks. (CCL AV1)
B. Use Elements of Art and Principles of
B. Use Elements of Art and Principles of
Design to create original artworks.
Design to create original artworks
Design to create original artworks that
(CCL AV2)
that demonstrate different styles.
demonstrate development of personal
(CCL AV2)
style. (CCL AV2)
C. Create artworks that communicate
ideas, feelings, and meanings and
C. Create artworks that communicate
demonstrate skill in the use of media,
an individual point of view. (CCL
tools, techniques, and processes. (CCL
AV3)
AV1, CCL AV3)
D. Participate in the selection and
B. Use Elements of Art and Principles of
C. Create a body of original artwork.
(CCL AV3)
D. Select, prepare, and help with
D. Select and prepare artworks for
exhibiting works of art and articulate
display and articulate an artistic
an artistic justification for their
preparation of artworks for display.
justification for their selection. (CCL
selection. (CCL AV3, CCL AV5)
(CCL AV3)
AV3, CCL AV5)
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Arts Graduation Competency 3
AESTHETICS AND CRITCISM
Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
Fifth-Grade Performance Indicators
Eighth-Grade Performance Indicators
A. Describe and compare art forms by
A. Compare and analyze art forms by
High School Performance Indicators
A. Describe, analyze, interpret, and
applying grade span appropriate arts
applying grade span appropriate
evaluate art forms by applying
concepts, terminology, skills, and
concepts, vocabulary skills, and
concepts, terminology, skills, and
processes. (CCL A3)
processes. (CCL A3)
processes of the discipline. (CCL A4)
B. Ask questions about an art form to
B. Compare the quality and
B. Analyze and evaluate varied
further understand the concepts, skills,
effectiveness of artworks using
interpretations of works of art using
and processes used to create/perform
multiple criteria from observations,
evidence from observations and a
the work of art. (CCL A3, CCL A4)
print and/or non-print sources. (CCL
variety of print and/or non-print
A3)
sources. (CCL A3)
C. Explain purposes for making art in
different times and places, including
C. Compare the effectiveness of
C. Identify the difference between a
cultural traditions, personal expression,
selected media, techniques, and
personal opinion and an informed
and communication of beliefs. (CCL A3,
processes in communicating ideas.
judgment. (CCL A3)
CCL A5)
(CCL A4)
D. Research and explain how art and
D. Explain and compare different
purposes of artists and artwork in the
context of place and time. (CCL A3,
CCL A6)
Arts Graduation Competency 4
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artists reflect and shape their time and
culture. (CCL A6)
CONNECTIONS
Students understand the relationship among the arts, history, and world culture; and they make connections among the arts and to other
disciplines, to goal-setting, and to interpersonal interaction.
Fifth-Grade Performance Indicators
A. Explain that the visual/ performing arts
Eighth-Grade Performance Indicators
A. Compare products of the
High School Performance Indicators
C. Analyze the characteristics and
help people understand history and/or
visual/performing arts to understand
purposes of products of the
world cultures. (CCL A5, CCL A6)
history and/or world cultures. (CCL
visual/performing arts to understand
A3, CCL A5, CCL A6)
history and/or world cultures. (CCL A3,
B. Describe characteristics shared
between and among the arts and other
disciplines. (CCL A10)
C. Describe the contribution of the arts
B. Explain skills and concepts that are
similar across disciplines. (CCL A10
C. Explain the impact of artistic and
CCL A5, CCL A6)
A. Analyze skills and concepts that are
similar across disciplines. (CCL A10)
on lifestyle and career choices. (CCL
career choices on self, others, and
B. Explain how knowledge of the arts
A10)
the natural and man-made
relates to school-to-school and
environment. (CCL A10)
school-to-work transitions and other
career and life decisions including the
recognition that the arts are a means
of renewal and recreation. (CCL A10)
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