Planning to Reach Higher-Order Critical Thinking Skills in the Fine Arts:
The Fine Arts Rigor Cheat Sheet
Bloom’s
Verbs
Level
I. Knowledge
Aligned
Aligned Assessment Items
Notes
Objectives
List
match
Identify and describe
Which is the highest voice part in a mixed choral
This is at the Knowledge level of
the roles, processes,
ensemble?
Bloom’s because it requires students
and actions needed to
a. soprano
to recall which the highest voice part
is.
Recall or
tell
recognize
label
produce the
b. alto
information,
name
professional concerts
c. tenor
usually in the
locate
and musical theater
d. baritone
same way it was
memorize
learned.
repeat
productions.
(Standard 3(d) in NY
Music)
Know about
A person in which dance-related career analyzes and
This is at the Knowledge level of
educational
writes about dance performances?
Bloom’s because it requires students
requirements of
a. arts manager
to memorize the different job
dance-related careers
b. choreographer
definitions related to dance.
c. dance company manager
(Standard 2(d) in NY
Dance)
d. critic
Analyze works of art
An exhibit of expressionist art would include works by
This is at the Knowledge level of
from diverse world
the painter
Bloom’s because it requires students:
cultures and discuss
a. Mondrian
to memorize and recall the major
the ideas, issues, and
b. Monet
artists of the expressionist movement.
events of the culture
c. Michelangelo
that these works
d. Munch
convey.
(Standard 4a in NY
Visual Art)
II.
Describe
Demonstrate an
The building in Standard Station, Amarillo, by Edwards
This is at the Comprehension level of
Comprehension
explain
understanding of art
Ruscha (image shown) is drawn using:
Bloom’s because it requires students
summarize
criticism, art histories,
a. one vanishing point
to (1) recall the different perspectives
Understanding
restate
and aesthetic
b. two vanishing points
caused by vanishing points and (2)
the meaning of
identify
principles and show
c. three vanishing points
describe the artwork with the correct
information/
translate
their connections to
d. four or more vanishing points
term.
Describe and defend
Which of the descriptions below best fits the excerpt
This is at the Comprehension level of
an explanation of why
you have just viewed?
Bloom’s because it requires students
people dance, based
a. Rainforest, choreographed by Merce Cunningham,
to select the best description of what
on experience in
makes use of the actions of everyday life, including
they just saw.
dance, witnessing
walking and running.
others, and studying
b. The Beloved, choreographed by Lester Horton,
contexts.
depicts the relationship between a religious man and
Translate or
works of art
interpret prior
learning.
(Standard 3b in NY
Visual Art)
his wife
(Standard 3c in NY
c. Revelations, choreographed by Alvin Alley, portrays
Dance)
the black experience and it has the power to stir the
emotions of people of all cultures.
Identify from
Listen to the excerpt and name the instrumental group
This is at the Comprehension level of
performances or
that is featured.
Bloom’s because it requires students
recordings the cultural
a. string quartet
to select the best description of what
contexts of a further
b. woodwind quintet
they just heard.
varied repertoire of
c. brass quintet
folk, art, and
d. percussion ensemble
contemporary
selections from the
basic cultures that
represent the peoples
of the world.
(Standard 4a in NY
Music)
III. Application
Solve
classify
Independently
demonstrate
Identify from
Choose the country in which you would most likely hear
This is at the Application level of
performances or
this musical excerpt
Bloom’s because it requires students
recordings the cultural
a. Israel
to (1) identify the elements of the
apply the
dramatize
contexts of a further
b. United Kingdom
music they are listening to, (2)
knowledge or
manipulate
varied repertoire of
c. France
describe the musical traditions of the
folk, art, and
d. India
various options provided, and (3)
skills learned.
contemporary
categorize or classify the music they
selections from the
are listening to within one of those
basic cultures that
descriptions.
represent the peoples
of the world.
(Standard 4a in NY
Music)
Describe and analyze
Moving from slow to fast or from fast to slow are ways
This is at the Application level of
similarities and
of employing the dance element of
Bloom’s because it requires students
differences between
a. energy
to (1) know how energy, space, time,
individual
b. space
and force are traditionally defined in
performances, and
c. time
Dance, (2) describe how “moving from
between forms and
d. force
slow to fast or from fast to slow”
styles of dance, past
affects a dance performance and (3)
and present.
apply their knowledge of dance
terminology and observation to the
(Standard 3b in NY
answer choices to determine which is
Dance)
the best answer.
Demonstrate an
In the image above, the overlapping of the figures in
This is at the Application level of
understanding of art
Kathe Kollwitz’s woodcut, The Mothers (War Series),
Bloom’s because it requires students
criticism, art histories,
helps to express a sense of
to (1) describe what they see in
and aesthetic
a. solidarity
Kollwitz’s The Mothers, (2) define the
principles and show
b. isolation
expression made by the artwork, and
their connections to
c. harmony
(3) apply the understanding of the
works of art
d. conflict
artwork to select the most accurate
answer.
(Standard 3b in NY
Visual Art)
IV. Analysis
Debate
compare
Identify from
As a music listener, list at least two differences between
This is at the Analysis level of Bloom’s
performances or
attending a live performance and listening to a
because it requires students to (1)
recordings the cultural
recording.
recall their own experiences with live
Separate,
differentiate
examine, and
separate
contexts of a further
and recorded music, (2) describe each
draw
group
varied repertoire of
experience as unique and defined by
conclusions
research
folk, art, and
specific qualities, (3) compare and
contemporary
contrast the two experiences in order
selections from the
to (4) draw conclusions about the key
basic cultures that
differences between the two
represent the peoples
experiences.
from
information.
of the world.
(Standard 4a in NY
Music)
Know about good
Description of exercise: An item which asks the student
This is at the Analysis level of Bloom’s
nutrition, injury
to describe and explain an aspect of the process of
because it requires students to (1)
prevention, and how
becoming a dancer. This could be related to dance class
describe the process of becoming a
to care for the body
structure, health concerns, technical training, or any
dancer by (2) differentiating between
other issues relevant to developing the dancer.
the various components of that
Know about
process, (3) explaining the value of
educational
these components to the overall arc
requirements of
and (4) connect the ideas from these
dance-related careers
explanations to the development of
and how to prepare
the dancer.
for possible entrance
into those fields.
(Standards 2b and 2d
in NY Dance)
Use the language of
Fernando Botero’s bronze sculpture, Man on Horseback,
This is at the Analysis level of Bloom’s
art criticism by reading
depicts an age-old unified relationship between the
because it requires students to (1)
and discussing critical
horse and rider. In the space provided, describe how
define the elements and principles of
reviews in newspapers
Botero used form and texture to help create a sense of
art detailed by the question, (2) apply
and journals and by
unity.
their knowledge of those elements
writing their own
and principles to (3) explain their
critical responses to
usage within the artwork, and (4)
works of art (either
connect their usage to the concept
their own work of
and theme of the artwork.
those of others)
Explain the visual and
other sensory qualities
in art and nature and
their relation to the
social environment.
Analyze and interpret
the ways in which
political, cultural,
social, religious, and
psychological concepts
and themes have been
explored in visual art.
(Standards 3a, 3b, and
3c in NY Visual Art)
V. Synthesis
Create
Create art works in
Select your most dynamic composition and develop into
This is at the Synthesis level of
produce
which they use and
a final drawing. The final drawing should be completed
Bloom’s because it requires students
Putting
reconstruct
evaluate different
in a more finished manner, using line in a way that
to create an artwork which arranges
components
arrange
kinds of mediums,
enhances a sense of tension and dynamic action, and
and organizes a variety of different
together to
pretend
subjects, themes,
contrast to draw attention to the central focus in your
symbols and artistic elements around
form new
assemble
symbols, metaphors,
drawing.
a central idea or concept.
ideas/Combine
organize
and images.
information and
blend
apply it to a
generate
Create dance studies
The student works individually to create and perform a
This is at the Synthesis level of
and full
dance study. The study includes at least five dance
Bloom’s because it requires students
choreographies based
concepts that include knowledge of stage directions,
to create an dance study which
on identified and
variations in time, space, force/energy; or specific types
arranges and organizes a variety of
selected dance
of movement. A checklist is provided to guide the
different dance concepts and
movement and
student’s rehearsal process.
movements around a central idea or
new situation in
(Standard 1b in NY
Visual Arts)
order to solve a
problem.
vocabulary.
(Standard 1b in NY
concept.
Dance)
Compose a collection
During the school year, students will prepare and
This is at the Sythesis level of Bloom’s
of works for wind,
perform a vocal or instrumental solo, improvise a solo
because it requires students to
string, percussion,
with choruses, and compose a piece within certain
compose and improvise an original
vocal, keyboard or
parameters.
piece based on an analysis of given
electronic media that
parameters and an application of
demonstrates an
previous knowledge throughout the
understanding and
composition and improvisation
application of the
process.
musical elements and
music-related
technology.
VI. Evaluation
Assess
Reflect on their
Boccioni uses lots of short, quick diagonal lines to build
This is at the Evaluation level of
Justify
developing work to
up his images and create a sense of energy and
Bloom’s because it requires students
Judging the
rate
determine the
movement in the artwork. What other kinds of lines or
to (1) observe and identify elements
worth of an
revise
effectiveness of
marks could you use to create a sense of dynamic
of art in the artwork (2) analyze how
idea/ Make
defend
selected mediums and
action and tension?
the elements of art are being used in
qualitative and
support
techniques for
the artwork (3) evaluate how the
quantitative
prioritize
conveying meaning
artwork could be improved and (4)
assessments
and adjust their
generate ideas as to alternative forms
using specific
decisions accordingly.
of lines.
criteria.
(Standard 1d in NY
Visual Art)
Standards 1-4 (ALL
Under each task, check off the performance indicators
This is at the Evaluation level of
performance
you have achieved. Use this chart to select your projects
Bloom’s because it requires students
indicators)
in Task C and to write your year-end assessment of
to (1) create their own performance,
your work related to the dance standards.
(2) observe and identify elements in
their performance relevant to the
checklist and standards, (3) rate their
own performance based on the
checklist and standards.
Standards 1-4 (ALL
Students complete an overall reflective summary of their
This is at the Evaluation level of
performance
accomplishments in music including evidence from their
Bloom’s because it requires students
indicators)
classroom work for the year and/or the State
to (1) create their own performance,
assessment tasks. A checklist of the music learning
(2) observe and identify elements in
standards and performance indicators is included to
their performance relevant to the
assist students in reflecting upon their work.
checklist and standards, (3) rate their
own performance based on the
checklist and standards.