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2014-‐2015 Maine Cohort for Customized Learning Curriculum of Learning Progressions

Visual Performing Arts (Art, Music, Theater & Cross-‐Cu;ng VPA)

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Maine Cohort for Customized Learning 1

1 2 3 4 5 6 7 8 9Art 3 VPA: Disciplinary Literacy Elements of Art, Principles of Design 1 2 3 4 5 6Art 6 VPA: Disciplinary Literacy Materials 1 2 3Art 7 VPA: Creation, Performance, Expression Exhibition 1 2 3 4Art 9 VPA: Creation, Performance, Expression Making Meaning 1 2 3 4 5Art 11 VPA: Creation, Performance, Expression 2D Media Tools and Techniques 1 2 3 4 5Art 13 VPA: Creation, Performance, Expression 3D Media Tools and Techniques 1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8 9Music 20 VPA: Disciplinary Literacy Rhythm 1 2 3 4 5 6 7 8Music 24 VPA: Disciplinary Literacy Dynamic Symbols & Terms 1 2 3 4 5 6Music 27 VPA: Disciplinary Literacy Melody 1 2 3 4 5 6 7 8Music 31 VPA: Disciplinary Literacy Tempo Symbols & Terms 1 2 3 4 5Music 33 VPA: Disciplinary Literacy Tone, Color, Timbre 1 2 3Music 35 VPA: Creation, Performance, Expression Music Performance Instrumental 1 2 3 4 5 6 7 8Music 39 VPA: Creation, Performance, Expression Creative, Performance, Expression -‐ Voice 1 2 3 4 5 6 7Music 43 VPA: Creation, Performance, Expression Creative, Performance, Expression -‐Improvisation 1 2 3 4 5

1 2 3 4 5 6 7 8 9Theater 42 Drama Creating/Performing/ Expressing 1 2 3 4 5

1 2 3 4 5 6 7 8 9VPA 45 Aethetic & Criticism Aethestics 1 2 3 4VPA 47 Aethetic & Criticism Criticism 1 2 3 4 5VPA 49 Connections Culture & History 1 2 3 4 5VPA 51 Connections Lifestyle & Career 1 2 3

Content Area Strand Measurement TopicNumber of Levels of the Scope & Sequence for Each

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Proficiency Level Proficiency Level Description Taxonomy Level The Learner is able to:

4.0 In addition to the 3.0 knowledge, infers or applies beyond what was taught

3.0 Understands line, shape, and color are found in works of art. Retrieval *Identify line, shape, and color in a work of art. *Is

able to use line, shape, and color in an artwork.

2.0 Understands basic terms such as color, line, and shape. Retrieval Recognize from a list the terms: color, line, and

shape. 1.0 With help.....has the 2.0 content.



3.0 Understands form, value, texture, and space are found in artworks. Retrieval

*Identify form, value, texture, and space in a work of art.*Is able to use form, value, texture, and space in

an artwork.2.0 Understands the terms: value, texture, space, form. Retrieval Recognize from a list the building blocks of art. 1.0 With help.....has the 2.0 content.



3.0 Understands Elements of Art are used to create a work of art. Comprehension

Identify ways to organize the Elements of Art. Describe some of the ways that the Elements of Art

are organized. Describe and evaluate the Elements of Art (color, line, shape, value, texture, space, form).

2.0Understands the term Elements of Art. Understands

why line, shape, form, color, texture, value, and space are Elements of Art

Retrieval Identify an example of color, line, shape, value, texture, space, form.

1.0 With help.....has the 2.0 content.

Scope Level: 02Learning Target: AR.02.EOA.01.01

Content Area: ArtMeasurement Topic: Disciplinary Literacy: Elements of Art, Principles of Design





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3.0 Understands the Principles of Design are used to organize the Elements of Art. Analysis

Describe the ways in which the Principles of Design can be used to organize the Elements of Art. Compare and contrast the different ways in which Elements of

Art can be organized.

2.0Understands terms included in the Principles of

Design such as contrast, emphasis, pattern, movement, unity, balance, and scale.

RetrievalGiven a visual example, can identify each term within the Principals of Design (such as contrast, emphasis,

pattern, movement, unity, balance, and scale) 1.0 With help.....has the 2.0 content.



3.0 Understands artwork should effectively use the Principles of Design to organize the Elements of Art. Analysis

create art that effectively uses the Principles of Design to organize the Elements of Art. form conclusions about which Principles of Design are used in an artwork and defend that choice. evaluate the effectiveness of the Principles of Design in organizing the Elements of Art.

2.0 Understands the Principles of Design are used to organize artwork. Retrieval

state or identify the components of the Principles of Design. recognize the Principles of Design in an artwork.






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3.0 Understands there are multiple solutions to specific arts problems. Analysis

Creates multiple solutions to specific arts problems that demonstrate competance in producing effective

relationships between design and purpose.

2.0 Understands the concepts of design and purpose in artwork. Analysis

Compare two or more approaches to design and purpose in artwork and defend personal evaluations of

these approaches.1.0 With help.....has the 2.0 content.



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3.0 Understands the outcome of basic materials and tools used to make a work of art. Analysis Compare and contrast the outcomes of basic

materials and tools.

2.0 Knows basic materials & tools. Retrieval List basic tools and materials. Identify basic tools and materials.




3.0 Understands the outcome of basic techniques used to make a work of art. Comprehension Describe the effects of basic techniques.

2.0 Knows a variety of terms in art techniques Retrieval Identify basic techniques. Name basic techniques.1.0 With help.....has the 2.0 content.



3.0Understands the outcome of various materials,

tools, and techniques and how they work together in multiple art forms.

Analysis Compare and contrast the outcomes of materials, tools, and techniques in multiple art forms.

2.0 Knows materials, tools, & techniques associated with multiple art forms. Retrieval

Identify what materials, tools, and techniques are associated with which art forms.

Describe materials, tools, techniques associated with multiple art forms.


Learning Target: AR.03.Mat.01.01

Content Area: ArtMeasurement Topic: Disciplinary Literacy: Materials

Scope Level: 01Learning Target: AR.01.Mat.01.01


Scope Level: 02Learning Target: AR.02.Mat.01.01


Scope Level: 03

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4 In addition to the 3.0 knowledge, infers or applies beyond what was taught

3Understand the importance of displaying art for

public view andexhibition.

Comprehension Describe the importance of publicly displaying artwork.

2 Understands the terms display,exhibition, and public view. Retrieval Describe the terms display, exhibition, and public view.

1 With help.....has the 2.0 content.



3 Understands the importance of presentation including signing, mounting, and labeling artwork. Comprehension

Describe the importance of appropriate presentation of artwork for exhibition.

Demonstrates appropriate presentation of artwork for exhibition.

2

Understands artwork can be labeled by artist name, media, size, and date. Understands exhibition terms: signing mounting, matting, labeling artwork.

RetrievalIdentify label information.Explain exhibition terms (including signing, mounting, matting, labeling artwork).


Content Area: ArtMeasurement Topic: Exhibition

Scope Level: 01Learning Target: AR.01.EXB.01.01



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3 Is skilled at selecting and preparing artwork for exhibition based on the criteria of the exhibit Retrieval

Can choose the most suitable work(s) for exhibition. Completes appropriate steps in the presentation

process.

2 Understands when artwork matches stated exhibition criteria. Retrieval Describe criteria for choosing artwork for display.




3Is skilled at crafting an artist's statement detailing

such things as meaning, intention, choices of technique or media

Retrieval Complete an artist's statement that includes meaning, intention, and why specific media was chosen.

2 Understands the term: artist's statement Retrieval Describe an artist's statement.1 With help.....has the 2.0 content.

Learning Target: AR.04.EXB.01.01




Scope Level: 04

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3.0 Understands making artwork communicates meaning or message. Comprehension Explain ways in which a piece of art communicates

the meaning or message of the artist.2.0 Understands artwork has meaning or message. Retrieval Identify a message in an artwork.1.0 With help.....has the 2.0 content.



3.0 Understands choice of media and technique can effect meaning. Analysis Evaluate the appropriate media and techniques to

support the meaning in your artwork. 2.0 Understands the term: media in art. Retrieval Describe the meaning of media in art.1.0 With help.....has the 2.0 content.



3.0 Is skilled at creating original art work that communications ideas, feelings, and meanings Retrieval

Select the appropriate media, method, and technique that best supports the intended meaning of the

artwork.2.0 Understands the term original Retrieval Identify different methods and techniques.1.0 With help.....has the 2.0 content.

Scope Level: 02 Learning Target: AR.02.MM.01.01

Content Area: ArtMeasurement Topic: Creation, Performance, Expression: Making Meaning

Scope Level: 03Learning Target: AR.03.MM.01.01




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3.0 Understands different art styles effect meaning in an artwork. Retrieval Communicates ideas through artwork regularly in at

least one visual arts medium. 2.0 Understands different art styles Retrieval Recognizes different art styles1.0 With help.....has the 2.0 content.



3.0 Understands the process of evaluting the meaning of art that uses time, culture and place. Analysis

Compare and contrast art work through the ages that reflect culture, time, and place Initiate, define, and solve challenging visual arts problems independently, using critical thinking skills such as analyzing, and evaluating to make meaning.

2.0 Understands meaning is affected by time, culture, and place. Comprehension Describe the effects of time, culture and place on the

meaning1.0 With help.....has the 2.0 content.





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3.0 Is skilled at applying 2D tools. Retrieval Demonstrate the use of 2D tools through artwork 2.0 Understands 2D tools and their use Retrieval Identify 2D tools and their use. 1.0 With help.....has the 2.0 content.



3.0 Is skilled at using 2D techniques Retrieval Demonstrate the use of 2D techniques through artwork

2.0 Understands 2D techniques Retrieval Identify the difference between 2D techniques 1.0 With help.....has the 2.0 content.



3.0 Is skilled at applying 2D media Retrieval Demonstrates the use of 2D media through artwork

2.0 Understands subject matter terms:landscape, portrait, still life Retrieval Describe the differences between subject matter


Learning Target: AR.03.2D.01.01

Content Area: ArtMeasurement Topic: Creation, Performance, Expression: 2D Media, Tools, & Techniques

Scope Level: 01Learning Target: AR.01.2D.01.01




Scope Level: 03

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3.0Is skilled at using 2D media with a vairety of art

styles (such as realism, abstraction, impressionism, surrealism, and cubism)

Retrieval Demonstrates the use of 2D media in a variety of styles

2.0 Understands 2D styles Retrieval Identify the style depicted in a selected work of art1.0 With help.....has the 2.0 content.



3.0

Is skilled at conceiving and creating 2D artwork that demonstrates an understanding of how the

communication of ideas relate to the choice of media, techniques, genres, art styles, and

processes.

Analysis*Select suitable media, styles, and subject matter to create multiple works of 2D art. *Defend the choices made to communicate a meaning with the artwork.

2.0Understands artists choose different media, subject matter and styles to create multiple 2D artwork for a

specific reason.Retrieval

Describe the reasons artists choose different media, subject matter, and styles that are used to create 2D

artwork.1.0 With help.....has the 2.0 content.





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3 Is skilled at making 3D forms of art Retrieval Complete a sculptureComplete a 3D form

2Understands sculpture, form, and 3D

Understands the differencebetween form and shape

Retrieval Recognize sculptures, forms, and 3D works.Differentiate between a shape and a form.




3Is skilled at using a variety of 3D media, such as clay, plaster, papier mache. Is skilled at using a

variety of 3D tools Retrieval

Demonstrates the use of media through the creation of various 3D works.Demonstrates the use of tools in creating 3D works. Complete a series of sketches for the purpose of creating a 3D work.Translate a 2D plan into a 3D work

2

Understands the difference between 3D media (such as paper mache, clay, plaster)

Understands the difference between 3D tools (such as modeling tools, knives, chisels)

Retrieval identifies examples of different 3D media. Identify tolls used to create 3D works.



Content Area: ArtMeasurement Topic: Creation, Performance, Expression: 3D Media Tools & Techniques



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3 Is skilled at using 3D techniques, such as, attaching, carving, modeling, casting Retrieval

Demonstrates the use of 3D techniques through the creation of various 3D works. Select suitable media, styles, and subject matter to create multiple works of 3D art. Defend the choices made to communicate a meaning with the artwork.

2

Understands the difference between techniques, such as, attaching, carving, modeling, casting.

Understands artists choose different media, subject matter and styles to create multiple 3D artwork for a

specific reason.

Retrieval

Describes the difference between 3D techniques. Describe the reasons artists choose different media, subject matter, and styles that are used to create 2D

artwork.




3 Is skilled at creating functional and non-functional sculptures. Retrieval Complete sculptural works that are functional and non-

functional.

2 Understands functional and non-functional sculpture. Retrieval Identify a functional and non-functional sculpture.






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3 Is skilled at using a variety of sculptural methods, additive, subtractive, assemblage Retrieval Demonstrates sculptural methods in 3D art work

2 Understands scultural methods, additive, subtractive, assemblage Retrieval Identifies the different the sculptural methods.




3 Is skilled at creating different types of sculpture (such as mobile, relief, in-the- round, kinetic) Retrieval Complete different types of sculture

2 Understands the types of sculpture, mobile, relief, in-the-round, kinetic Retrieval Identify the different types of sculpture.

Identify the terms that are used in a sculpture.1 With help.....has the 2.0 content.



3 Is skilled at creating a series of sketches for a 3D artwork. Is skilled at translating a 2D plan into a 3D artwork

RetrievalComplete a series of sketches for the purpose of

creating a 3D work.Translate a 2D plan into a 3D work.

2 Understands artists use 2D plans as a step in creating 3D artworks. Retrieval Describe the importance of 2D sketches in the

planning of a 3D work.1 With help.....has the 2.0 content.


Scope Level: 07 Learning Target: AR.07.3D.01.01



Scope Level:06 Learning Target: AR.06.3D.01.01


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3

Is skilled at conceiving and creating 3D artwork that demonstrates an understanding of how the communication of ideas relate to the choice of media, techniques, genres, art styles, and processes.

Retrieval

Select suitable media, styles, and subject matter to create multiple works of 3D art. Defend the choices made to communicate a meaning with the

artwork.

2 Understands artists choose different media and techniques to create multiple 3D artworks. Retrieval Identify multiple techniques and media for 3D works.


Scope Level: 08 Learning Target: AR.08.3D.01.01


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Proficiency Level Proficiency Level Description Taxonomy Level

(Rigor Level) Evidence: The Learner Is Able To:


3.0 Understands sounds and silences of varying time duration. Comprehension Describe the relationship between sound and silence with

different time duration.

2.0 Understands the concept of sounds and silences. Retrieval Recognize the differences between sounds and silences.





3.0 Understands sounds and silences of varying time duration, from nontraditional notation. Comprehension Represent sound and silence with different time duration

using non-traditional notation (graphic).2.0 Understands symbols can represent sounds. Retrieval Recognize symbols as representation of sounds.1.0 With help.....has the 2.0 content.

Scope Level: 02Learning Target: MU.02.MDLR.01.01

Content Area: MusicMeasurement Topic: VPA:Music:Disciplinary Literacy:Rhythm



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3.0 Understands rhythms of quarter notes, eighth notes and quarter rests. Analysis Differentiate between rhythms of quarter notes, eighth notes

and quarter rests.

2.0

Understands that music moves in time and patterns of strong and weak beats.

Understands the terms and visual symbol for quarter note, eighth note and quarter rest.

Retrieval Recognize strong and weak beat patterns. Recognizes quarter notes, eighth notes and quarter rests.





3.0Understands rhythms of quarter notes, eighth notes and quarter rests with standard notation

in common time signatures.Comprehension Represent rhythm of quarter notes, eighth notes and quarter

rests with standard notation in common time signatures.

2.0

Understands quarter note, eighth note and quarter rest notation. Understands time

signatures serve as a guideline for organizing beat patterns.

Retrieval Recognize quarter notes and eighth notes and quarter rests notation. Describe the purpose of time signatures.






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3.0

Understands rhythm combinations of quarter note, eighth note, whole notes, half notes, and their rests with standard notation in common simple time signatures ( 2/4, 3/4, 4/4 time).

Comprehension

Represent rhythm combinations of quarter note, eighth note, whole notes, half notes, and their rests with standard

notation in common simple time signatures ( 2/4, 3/4, 4/4 time).

2.0

Understands whole note, half note, their rests and values. Understands the values of quarter

note, eighth notes and quarter rest. Understands how many beats there are in a

measure in 2/4, 3/4, 4/4 time.

Retrieval Describe time signatures. Describe whole note, half note, their rests when they are found in 2/4, 3/4, 4/4 time.





3.0

Understands dotted quarter and half notes and rests as well as sixteenth notes with standard notation in common simple time signatures

(2/4,3/4,4/4).

ComprehensionRepresent dotted quarter and half notes and rests as well

as sixteenth notes with standard notation in common simple time signatures (2/4,3/4,4/4).

2.0 Understands sixteenth notes. Understands the concept of dot notation. Retrieval Identify sixteenth note. Describes dot notation






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3.0Understands rhythmic combinations of notes and rests with standard notation in compound

time signatures (3/8,6/8,9/8,12/8)Analysis Perform various pieces of music written in compound time

signatures

2.0 Understands compound time signatures Retrieval Identify compound time signatures1.0 With help.....has the 2.0 content.




3.0Understands rhythmic combinations of notes and rests with standard notation in complex

time signatures (5/4, 7/8)Analysis Perform various pieces of music written in complex time

signatures

2.0 Understands complex time signatures Retrieval Identify complex time signatures1.0 With help.....has the 2.0 content.





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Proficiency Level Proficiency Level Description Taxonomy Level (Rigor Level) Evidence: The Learner Is Able To:


3.0 Understands the difference between loud/soft in music. Retrieval Explain how loud and soft are different in aural

examples.2.0 Understands the terms loud and soft. Retrieval Describe the difference between loud and soft.1.0 With help.....has the 2.0 content.



3.0 Understands the difference between forte and piano. Retrieval Demonstrate forte and piano.

2.0 Understands the terms forte and piano and their abbreviations. Retrieval Describe the difference between forte and piano.

Recognize the abbreviations.


Content Area: MusicMeasurement Topic: VPA:Music: Disciplinary Literacy: Dynamic Symbols and Terms

Scope Level: 01Learning Target: MU.01.MDLD.01.02



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3.0 Understands pianissimo/fortissimo and crescendo/decrescendo. Analysis

Explain why a composer would use pianissimo/fortissimo and crescendo/decrescendo in

a piece of music.

2.0 Understands the terms pianissimo/fortissimo and crescendo/decrescendo and their abbreviations. Retrieval

Describe the difference between pianissimo/fortissimo and crescendo/decrescendo.

Recognize the abbreviations.1.0 With help.....has the 2.0 content.



3.0 Understands mezzo forte/mezzo piano, Comprehension Describe the effects of mezzo forte/mezzo piano in a piece of music

2.0 Understands the terms & abbreviations and can discriminate between mezzo forte/mezzo piano, Retrieval Describe the difference between mezzo forte/mezzo

piano. Recognize the abbreviations.1.0 With help.....has the 2.0 content.



3.0 Understands the relationship of dynamics within a musical phrase Comprehension Describe the effects of dynamics within a musical

phrase2.0 Understands the terms dynamics and phrase Retrieval Describe the terms dynamics and phrase1.0 With help.....has the 2.0 content.







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3.0 Understands the relationship of dynamics within a larger scope of the musical composition Analysis Discriminate and compare dynamic levels within

musical composition

2.0 Understands that compositions contain dynamic structure. Retrieval Describe the dynamic structure of a composition




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3.0 Understands the difference between high and low pitched sounds. Comprehension Identify high and low pitch sounds while listening to

music.

2.0 Understands the term musical pitch. Understands high pitched and low pitched sounds. Retrieval

Identify high and low pitched sounds, demonstrates the difference between high and low (the general

concept)1.0 With help.....has the 2.0 content.



3.0 Understands how to discriminate between high, medium and low pitched sounds. Analysis

Discriminate between high, medium and low pitched sounds while listening to examples and explain how

they feel.

2.0 Understands high, medium and low pitched sounds. Retrieval Demonstrates high, medium and low pitched sounds


Scope Level: 02Learning Target: MU.02.MDLM.01.01

Content Area: MusicMeasurement Topic: VPA: Music: Disciplinary Literacy: Melody


Measurement Topic: VPA: Music: Disciplinary Literacy: MelodyContent Area: Music

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3.0 Understands pitch can change direction Comprehension Represent the direction pitches are moving,

discriminate the up and down direction of a series of pitches.

2.0 Understands the term: Pitch. Understands when a series of pitches are going up, down or staying the

same.Retrieval Recognize when a series of pitches are going up,

down or staying the same




3.0 Is skilled at discriminating between leaps and repeats/same Retrieval Describe the melodic contour (shape) including leaps

and repeats2.0 Understands the terms leaps and repeat/same Retrieval Describe what leaps and repeat/same are.



Scope Level: 04 Learning Target: MU.04.MDLM.01.01



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3.0 Is skilled at discriminating between steps and skips. Retrieval Identify the melodic contour (shape) including steps & skips, from melodic examples.

2.0 Understands the terms steps and skips Understands melodic contour (shape). Retrieval

Describe the melodic contour (shape) including smooth and jagged, wide or narrow range from

melodic examples.1.0 With help.....has the 2.0 content.



3.0 Understands range can be wide or narrow (distance from highest to lowest pitch) Comprehension Describe the effects of wide or narrow pitch

2.0 Understands the term range Retrieval Identify the pitch as narrow or wide1.0 With help.....has the 2.0 content.



3.0 Understands traditional notation provides a framework for interpreting a melody Comprehension Diagram a framework for melodic contour (shape)

using traditional notation (staff, clef and notes).

2.0 Understands traditional notation staff, clef and notes Retrieval Identify a staff, clef and notes.








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3.0Understands a series of pitch movement (steps,

skips, leaps and repeated notes are represented using graphic notation).

Analysis Explain the melodic contour (shape) using the words steps, skips, leaps and repeated notes while looking

at a musical staff.

2.0 Understands melody is represented by graphic notation Retrieval Identify steps, skips, leaps and repeated notes on a

musical staff. 1.0 With help.....has the 2.0 content.



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Tempo

Page 1



3.0 Understands the difference between fast and slow tempo Comprehension Show the difference between fast and slow tempo.

2.0 Understands the terms fast and slow tempo Retrieval Describe fast and slow tempo1.0 With help.....has the 2.0 content.



3.0 Understands fast, medium and slow tempi affect the perception of the music. Comprehension Show the difference between fast, medium and slow

tempi.

2.0 Understands fast, medium and slow tempi Retrieval Describe and/or respond to fast, medium and slow tempi in music



4.0 Analysis Explain why a composer would choose a certain tempo for a piece of music

3.0 Is skilled at identifying Italian terms for fast, medium and slow. Retrieval Identify the Italian terms for fast, medium and slow

2.0 Understands that composers use Italian terms for tempo Retrieval Recognize fast/slow/medium tempi.


Scope Level: 02Learning Target: MU.02.MDLT.01.01

Content Area: MusicMeasurement Topic: VPA:Music:Disciplinary Literacy:Tempo Symbols and Terms

Scope Level: 03 Learning Target: MU.03.MDLT.01.01




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Tempo

Page 2



3.0 Understands how to utilize the term tempo in describing music Comprehension Explain ways in which tempo can describe music

2.0 Understands the term tempo Retrieval Define the word tempo1.0 With help.....has the 2.0 content.



3.0 Understands gradual tempo change Comprehension Perform a variety of pieces of music that include

tempo changes identified while playing. Identify tempo changes while listening to music.

2.0 Understands the terms accelerando, ritard, rallentando, a tempo Retrieval Describe the terms accelerando, ritard, rallentando, a

tempo1.0 With help.....has the 2.0 content.





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3.0 Understands that sounds from contrasting sources have their own tone color/timbre Comprehension

Create a chart of sounds from contrasting sources (traditional or non-traditional instruments including

vocal sounds)

2.0 Understands sounds can be produced from a variety of sources (traditional & non-traditional) Retrieval Identifies the sources of traditional and non-traditional

musical sounds.1.0 With help.....has the 2.0 content.



3.0 Understands that voices can be separated into different timbres Analysis Categorize voices by their sound characteristics

2.0 Understands the terms high voice, low voice, child voice, adult voice Retrieval

Identify by name, a variety of vocal sounds. Describe the quality of sounds that determine tone color and

timbre.1.0 With help.....has the 2.0 content.

Content Area: MusicMeasurement Topic: VPA:Music Disciplinary Literacy: Tone Color Timbre

Scope Level: 01Learning Target: MU.01.MCLT.01.01


Scope Level: 02Learning Target: MU.02.MCLT.01.01

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3.0

Understands the difference between varied timbres, including voice, traditional and non-traditional

instruments both isolated and within excerpts of music.

AnalysisCategorize voices and instruments by their sound characteristics and names both isolated and within

excerpts of music.

2.0

Understands there are a variety of instruments that create different sounds (brass, strings, woodwinds, percussion instruments) Understands there are a variety of voices and their sounds (soprano, alto,

tenor, bass) Understands the terms tone color and timbre. Understands the qualities of sound source

making music.

Retrieval

Identify by name, a variety of instruments and their sounds. Identify by name, voices and their sounds. Describe the quality of sounds that determine tone

color and timbre.



Scope Level: 03 Learning Target: MU.03.MCLT.01.01

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3.0 Understands a variety of classroom instruments can produce musical sound. Comprehension Show how a variety of classroom instruments can

produce musical sound.

2.0 Understands the difference between musical sound and noise. Retrieval

Create a list of musical sounds vs noise. Identify from a list things that make musical sound

and things that make noise.1.0 With help.....has the 2.0 content.



3.0 Understands a variety of classroom instruments can be used to represent the words of a simple

song, sound story or dramatization. Retrieval

Demonstrate on a variety of classroom instruments to accompany a simple song, sound story or

dramatization.

2.0

Understands playing instruments alone and with others is a form of expression which a community can share (accompany a simple song, sound story

or dramatization.)

RetrievalRecognize that instruments can be played alone and with others to accompany a simple song, sound story

or dramatization.


Content Area: MusicMeasurement Topic: VPA: CreationPerformanceExpression Music Performance Instrumental

Scope Level: 01Learning Target: MU.01.MPI.01.01



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3.0Is skilled at performing on a variety of classroom

instruments specific rhythm patterns including ostinati, speech patterns.

RetrievalPerform on a variety of classroom instruments

specific rhythm patterns including ostinati, speech patterns.

2.0 Understands speech pattern can be translated into rhythm pattern. Retrieval Reproduce rhythm patterns based on speech

patterns.1.0 With help.....has the 2.0 content.



3.0 Is skilled at performing a variety of pieces using a variety of instruments, of multicultural origins. Retrieval Perform a variety of pieces using a variety of

instruments of multicultural origins

2.0 Understands there are a variety of instruments represented in the music of world cultures. Retrieval Name instruments of world cultures




3.0Is skilled at performing music using a variety of

instruments, using graphic and/or non-traditional representation.

Retrieval Perform music using a variety of instruments, through using graphic and/or non-traditional representation.

2.0Understands that visual representation can be used

as cues (icons, gestures) to perform instrumental sounds.

Retrieval Identify instrumental cues through visual representations.








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3.0Is skilled at performing a variety of pieces on an

instrument, using standard notation (for example: quarter notes, eighth notes and quarter rests).

RetrievalPerform a variety of pieces using an instrument, using standard notation (for example: quarter notes, eighth

notes and quarter rests).

2.0 Understands standard notation can be represented with instrumental sounds. Retrieval Demonstrate standard notation through clapping




3.0Is skilled at performing with proper physical

engagement, posture, breathing and manipulation of instrument.

RetrievalPerform a variety of pieces using proper physical

engagement proper posture, breathing and manipulation of instrument, in a public exhibition.

2.0 Understands proper posture, breathing and manipulation of instrument. Retrieval Demonstrate proper posture, breathing and

manipulation of instrument.1.0 With help.....has the 2.0 content.




Scope Level: 07 Learning Target: MU.07.MPI.01.01

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3.0

Is skilled at performing, utilizing an instrument within a group following conductor cues blending

instrumental sounds, matching dynamic levels with appropriate techniques and expression in a public

exhibition.

Retrieval

Perform with a group instrumentally, following conductor cues, blending instrumental sounds,

matching dynamic levels with appropriate techniques and proper physical engagement (posture,

manipulation of instrument) in a public exhibition.

2.0

Understands the key components of a group instrumental performance including following

conductor cues and blending instrumental sounds, matching dynamic levels.

Retrieval

Identify the key components of a quality instrumental ensemble performance including the role of

conductor, blending dynamic levels, posture and manipulation of instrument).


Scope Level: 08 Learning Target: MU.07.MPI.01.01


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3.0 Understands a variety of voice channels. (singing, speaking, whispering, and calling

voice.)Analysis Compare and contrast the similarities and differences

between the voices.

2.0 Understands the difference between singing, speaking, whispering, and calling.

Retrieval Describe the difference between singing, speaking, whispering and calling.





3.0 Is skilled at singing simple tunes (i.e. nursery rhymes, simple folk songs). Retrieval Sing simple tunes .

2.0 Understands singing with others is a form of expression which a community can share. Retrieval Sing with others as part of a community experience.


Content Area: MusicMeasurement Topic: VPA:Music Creative, Performance, Expression - Voice

Scope Level: 01Learning Target: MU.01.MCPE.01.01


Scope Level: 02 Learning Target: MU.02.MCPE.01.01

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3.0 Is skilled at singing songs with echo, question-

answer, call and response, and verse and refrain.

Retrieval Sing with echo, question answer, call and response and verse and refrain songs.

2.0 Understands echo, question answer, call and response and verse and refrain. Retrieval Recognize musical examples of echo, question answer,

call and response, verse and refrain. 1.0 With help.....has the 2.0 content.




3.0Is skilled at singing developmentally appropriate repertoire including a variety of meters, tonalities

and languages. Retrieval Sing developmentally appropriate repertoire including a

variety of meters, tonalities and languages.

2.0 Understands that singing is part of all the cultures of the world. Retrieval Describe singing from different cultures






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3.0

Is skilled at singing developmentally appropriate repertoire using harmonic forms such as

ostinato, partner songs, rounds and descant within an ensemble.

Retrieval Sing developmentally appropriate repertoire utilizing multiple harmonic forms.

2.0 Understands different ways to make harmony. Understands the term ensemble Retrieval Identify and describe the different harmonic forms and the

term ensemble.





3.0Is skilled at performing with proper physical engagement (posture, breathing and vocal

technique).Retrieval

Perform a variety of pieces using proper physical engagement proper (posture, breathing and vocal

technique) in a public exhibition.

2.0 Understand proper physical engagement (posture, breathing and vocal technique) Retrieval Demonstrate proper posture, breathing and vocal

techniques.






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3.0

Is skilled at singing with a group following conductor cues, blending voices, matching

dynamic levels with appropriate expression of text in a public exhibition.

RetrievalSing in an ensemble following conductor cues, blending

voices, matching dynamic levels with appropriate expression of text in a public exhibition.

2.0

Understands the key components to a group vocal performance including following conductor

cues, blending voices and matching dynamic level.

RetrievalIdentify and describe the key components to a group vocal performance including: the role of conductor,

blending voices and matching dynamic levels.




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Proficiency Level Proficiency Level Description Taxonomy Level Evidence: The Learners is able to:


3.0 Is skilled at improvising vocal sounds and rhythmic patterns in response to an aural stimulus. Retrieval Improvise or compose rhythmic variations and

embellishments alone or with others.2.0 Understands the term musical improvisation. Retrieval Describe what musical improvisation means.1.0 With help.....has the 2.0 content.



3.0Is skilled at improvising musical responses to an

aural stimulus (ex: follow the leader, question/answer, call/response)

RetrievalImprovise musical responses to an aural stimulus (ex:

follow the leader, question/answer, call/response) alone or with others.

2.0 Understands improvisation can be responsorial. Retrieval Discriminate and produce improvisations that are responsorial.



4.0 In addition to the 3.0 knowledge, infers or applies beyond what was taught.

3.0Is skilled at improvising or composing simple rhythmic and/or melodic repeated patterns

(ostinato). Retrieval Improvise or compose simple rhythmic and/or melodic

repeated patterns (ostinato).

2.0 Understands rhythmic and/or melodic patterns can be improvised or composed. Retrieval Discriminate and produce rhythmic and/or melodic

patterns. 1.0 With help.....has the 2.0 content.

Scope Level: 02Learning Target: MU.02.CPEI.01.01

Content Area: MusicMeasurement Topic: VPA: CreationPerformanceExpression Music Improvisation





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3.0 Is skilled at improvising or composing rhythmic and/or melodic variations and embellishments. Retrieval Improvise or compose rhythmic and/or melodic

variations and embellishments.

2.0Understands that rhythmic and/or melodic motives

can be varied and embellished through improvisation or composition.

Retrieval Discriminate and produce varied and embellished rhythmic and/or melodic motives.




3.0

Is skilled at improvising, composing or arranging short songs and/or instrumental pieces using a

variety of sound sources such as traditional, nontraditional, body and electronic.

Retrieval

Improvise, compose or arrange short songs and/or instrumental pieces using a variety of sound sources

such as traditional, nontraditional, body and electronic.

2.0 Understands the variety of sound sources: traditional, nontraditional, body and electronic. Retrieval Describe the different sound sources.






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3.0 Is skilled at including nonverbal expression into a stage work Retrieval Perform a stage work using nonverbal expression

2.0 Understands there are multiple ways to express non-verbally Retrieval

Identify ways to express non-verbally (facial expressions, pantomime, gestures, eye contact, stage

business, imitative and interpretive etc)




3.0Is skilled at using improvisation for self awareness, role portrayal, focus and concentration, imagination

and creativityRetrieval

Demonstrate improvisation techniques for self awareness, role portrayal, focus and concentration,

imagination and creativity2.0 Understands improvisation is a tool used in drama Retrieval Describe the ways to use improvisation in drama1.0 With help.....has the 2.0 content.

Content Area: TheaterMeasurement Topic: VPA: Theater: Creating/Performing/Expressing

Scope Level: 01Learning Target:



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3.0 Understand technical roles enhance a theatrical production Retrieval Describe ways in which technical roles enhance a

production

2.0 Understands there are technical roles in a theatrical production Retrieval

Identify and describe the technical roles in a production (props, costumes, sets, lights, sound,

make up, etc)1.0 With help.....has the 2.0 content.



3.0 Understand technical roles enhance a theatrical production Retrieval Describe ways in which technical roles enhance a

production

2.0 Understands there are technical roles in a theatrical production Retrieval

Identify and describe the technical roles in a production (props, costumes, sets, lights, sound,

make up, etc)1.0 With help.....has the 2.0 content.





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3.0 Understands memorization techniques aid the performance of a role Retrieval Describe ways in which memorization techniques aid

a performance.

2.0 Understands there are multiple techniques used by performers to memorize a selection Retrieval Identify and describe ways to memorize a selection




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3Understands art forms evoke sensory and

emotional responses for the performer/creator and/or perceiver.

Analysis

Interact with art forms as performer/creator and/or perceiver (audience/viewer). Explain how a specific

art work elicits a response from the audience or from self.

2 Understands art forms evoke a response. Retrieval Recognize the types of responses which can be elicited by art forms.




3 Understands that etiquette can affect one's perception of an art form. Analysis Compare and contrast two experiences of being part

of an audience interacting with an art form.

2 Understands the terms: etiquette, perception Retrieval Demonstrate how etiquette can affect one's perception of art.




3Understands artistic experiences may be perceived differently through various roles: creator, performer,

perceiver.Analysis

Respond to artistic works as a creator, performer, perceiver through reflective discussion, artist

statement, written critique.

2 Understands the terms: artistic creator, performer, perceiver. Retrieval Describe the roles of artistic creator, performer,

perceiver.1 With help.....has the 2.0 content.

Scope Level: 02Learning Target: AR.02.Aes.01.01

Content Area: Visual and Performing ArtsMeasurement Topic: Aethetic & Criticism: Aethestics





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3 Is skilled at articulating an aesthetic response as creator, performer and/or perceiver. Retrieval Create an informed aesthetic response to an art

experience.

2Understands that the role of creator, performer and/or perceiver can influence one's aesthetic

response.Retrieval List appropriate vocabulary to use when describing an

aesthetic experience.




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3 Is skilled at using representative terms to describe an art form. Retrieval Use representative terms to describe a specific art

form (art, music, theater, dance, etc)

2 Understands there are terms used to describe an art form specific to the content area within VPA. Retrieval Identify terms specific to different art forms




3 Understands how an art work (dance, music, theater, or visual art) is organized. Comprehension Describe how the art form is organized.

2Understands the terms that are associated with the organization of art work (dance, music, theater, or

visual art).Retrieval Identify the organizational/compositional terms.




3 Understands how to interpret a specific art work (dance, music, theater, and visual art) Analysis State and defend your interpretation of the art form.

2Understands the terms used in interpretation of a

content specific art work (dance, music, theater, or visual art)

Retrieval Identify the terms used in interpretation.


Scope Level: 02Learning Target: AR.02.Crit.01.01

Content Area: Visual and Performing ArtsMeasurement Topic: Aethetic & Criticism: Criticism





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3 Is skilled at using criteria to make judgements about art work. Retrieval State and defend a judgment about an art form.

2 Understands the criteria that are used to judge art forms. Retrieval State criteria used to judge art form.




3 Is skilled at using the critical analysis process to evaluate art work. Analysis Describe, analyze, interpret, and evaluate art forms.

2Understands the four steps of the critical analysis

process- description, analysis, interpretation, evaluation.

Comprehension Describe each of the four steps in the critical analysis process.






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Con CulHistProficiency Level Proficiency Level Description Taxonomy Level The Learner is able to:


3Understands symbols and celebrations in dance, music, theater, and/or visual art from their own

cultures.Comprehension Describe symbols and celebrations in dance, music,

theater and/or visual art from their own cultures

2Understands that dance, music, theater and/or

visual art are a part of cultural/community celebrations.

Retrieval Explain the terms: culture, community, celebration, symbol.




3Understands there are characteristics in dance, music, theater, and/or visual art from different

cultures and how they relate to their own culture.Comprehension

Describe characteristics in dance, music, theater, and/or visual art from different cultures and how they

relate to their own culture.

2

Understands that dance, music, theater, and/or visual art exist all over the world. Understand there

are different cultures inside and outside of the country.

ComprehensionIdentify different dance, music, theater, and/or visual art which exist all over the world. Identify different

cultures inside and outside of the country.




3Understands different purposes for creating dance,

music, theater, and/or visual art works (such as traditions, themes, and communication).

AnalysisCompare the different purposes for creating dance,

music, theater, and/or visual art works (such as traditions, themes, and communication).

2 Understands art, music, dance, and theater have different characteristics at different times in history Comprehension Identify different characteristics of art, music, dance,

or theater from different time periods.1 With help.....has the 2.0 content.

Scope Level: 02Learning Target: AR.02.C&H.01.01

Content Area: Visual and Performing ArtsMeasurement Topic: Connections: Culture & History


Measurement Topic: Connections: Culture & HistoryScope Level: 01

Learning Target: AR.01.C&H.01.01


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Con CulHist



3Understands dance, music, theatre, and/or visual

art works and their creators can reflect and/or influence cultures and periods of time.

Analysis

Explain how dance, music, theatre, and/or visual art works and their creators have influenced cultures and periods of time. Compare characteristics of different time periods in dance, music, theatre, or visual art.

2 Understands dance, music, theatre, and/or visual art can connect to cultures and periods of time. Comprehension

Show how dance, music, theatre, and/or visual art can connect to cultures and periods of time. Describe

how technical advances facilitate change in dance, music, theatre, and visual arts over time.




3

Understands the history and cultures of the world are reflected in and influenced by dance, music, theater, and/or visual art works, creators, patrons

and performers.

Knowledge Utilization

Investigate how cultures of the world are reflected in and influenced by dance, music, theater, and/or visual

art works, creators, patrons, and performers.

2 Understands general historical timeline of dance, music, theater, and/or visual art. Analysis

Give examples of the connection between art movements and their corresponding historical time

periods.1 With help.....has the 2.0 content.





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Con Life Career

Page 1



3 Understands the impact of the arts in daily life experiences. Comprehension Explain how art impacts life. (ex. mural on a wall,

marching band in a parade)

2 Understands some common art experiences occur in the school and community. Retrieval Describe some art experiences in the school and

community.1 With help.....has the 2.0 content.



3Understands the benefits of participation in the arts on a healthy lifestyle including the use of personal

time and career.Analysis Draw conclusions about the personal benefits of the

arts within a healthy lifestyle.

2Understands the various roles of and/or the

requirements to become a visual and performing artist both professionally and recreationally.

RetrievalDescribe the various roles of and/or the requirements

to become a visual and performing artist both professionally and recreationally.




3Understand the arts relate to career and life

decisions and can be a means of renewal and recreation.

Analysis Compare how the arts relate to career and life

2 Understands the impact of artistic career choices on self and others. Comprehension Describe how the arts may affect lifestyle and/or

career1 With help.....has the 2.0 content.

Scope Level: 02Learning Target: AR.02.CLC.01.01

Content Area: Visual and Performing ArtsMeasurement Topic: Connections: Lifestyle & Career





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