A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding and apply knowledge of kinesiology, somatics, and anatomy in movement

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• identify and demonstrate the components of muscular fitness
• demonstrate an understanding of the relationship between dance as a form of physical activity, health, well-being, and quality of life

C - Responding

• understand and describe how dance as exercise influences the cardiovascular system, skeletal system, and muscular system for both health and performance
• describe, understand, and apply energy system principles (bioenergetics) to the movements of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observe
• recognize concepts of anatomy and kinesiology in movement

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Reflecting

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• understand and demonstrate dance throughout history in regard to theater production
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of the connections between dance and other arts disciplines, other content areas, and the world

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• generate and conceptualize artistic ideas and work specifically pertaining to a dance production
• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of the required elements in producing a dance concert

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of the required elements in producing a dance concert
• generate and conceptualize artistic ideas and work specifically pertaining to a dance production

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• understand and apply music concepts to dance
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observer

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• recognize concepts of anatomy and kinesiology in movement

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge

A - Creating

• read and notate music
• organize and develop artistic ideas and work
• demonstrate an understanding of dance and/or music as a form of communication

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• select, analyze, and interpret artistic work using musical forms

C - Responding

• demonstrate critical and creative thinking in all aspects of dance
• perceive and analyze artistic work

D - Connecting

• demonstrate an understanding of the relationship between dance and music throughout history and in various cultures
• identify the connections between music and dance, and between musician and dancer

A - Creating

• organize and develop artistic ideas and work
• read and notate music
• demonstrate an understanding of dance and/or music as a form of communication

B - Performing

• understand and apply music concepts to dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• select, analyze, and interpret artistic work using musical forms

C - Responding

• demonstrate critical and creative thinking in all aspects of dance
• perceive and analyze artistic work

D - Connecting

• demonstrate an understanding of the relationship between dance and music throughout history and in various cultures
• identify the connections between music and dance, and between musician and dancer

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and apply music concepts to dance
• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and apply music concepts to dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and model dance etiquette as a classroom participant, performer, and observer
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• recognize connections between dance and wellness
• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures

A - Creating

• demonstrate an understanding of creative/choreographic principles, processes, and structures
• demonstrate an understanding of dance as a form of communication

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance
• identify and demonstrate movement elements, skills, and terminology in dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• demonstrate an understanding of dance as it relates to other areas of knowledge
• understand and demonstrate dance throughout history and in various cultures
• recognize connections between dance and wellness

A - Creating

• demonstrate an understanding of dance as a form of communication
• demonstrate an understanding of creative/choreographic principles, processes, and structures

B - Performing

• understand and model dance etiquette as a classroom participant, performer, and observer
• identify and demonstrate movement elements, skills, and terminology in dance
• recognize concepts of anatomy and kinesiology in movement
• understand and apply music concepts to dance

C - Responding

• demonstrate critical and creative thinking in all aspects of dance

D - Connecting

• understand and demonstrate dance throughout history and in various cultures
• demonstrate an understanding of dance as it relates to other areas of knowledge
• recognize connections between dance and wellness

A - Creating

• generate and conceptualize artistic ideas and work
• refine and complete artistic work
• organize and develop artistic ideas and work

B - Producing

• develop and refine artistic techniques and work for presentation
• convey meaning through the presentation of artistic work
• select, analyze, and interpret artistic work for presentation

C - Responding

• perceive and analyze artistic work
• apply criteria to evaluate artistic work
• interpret intent and meaning in artistic work

D - Connecting

• synthesize and relate knowledge and personal experiences to make art
• relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

A - Creating

• refine and complete artistic work
• organize and develop artistic ideas and work
• generate and conceptualize artistic ideas and work

B - Producing

• select, analyze, and interpret artistic work for presentation
• develop and refine artistic techniques and work for presentation
• convey meaning through the presentation of artistic work

C - Responding

• perceive and analyze artistic work
• interpret intent and meaning in artistic work
• apply criteria to evaluate artistic work

D - Connecting

• relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make art

A - Creating

• generate and conceptualize artistic ideas and work
• organize and develop artistic ideas and work
• refine and complete artistic work

B - Producing

• develop and refine artistic techniques and work for presentation
• select, analyze, and interpret artistic work for presentation
• convey meaning through the presentation of artistic work

C - Responding

• interpret intent and meaning in artistic work
• apply criteria to evaluate artistic work
• perceive and analyze artistic work

D - Connecting

• synthesize and relate knowledge and personal experiences to make art
• relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize artistic ideas and work
• organize and develop artistic ideas and work
• refine and complete artistic work

B - Producing

• convey meaning through the presentation of artistic work
• select, analyze, and interpret artistic work for presentation
• develop and refine artistic techniques and work for presentation

C - Responding

• apply criteria to evaluate artistic work
• interpret intent and meaning in artistic work
• perceive and analyze artistic work

D - Connecting

• synthesize and relate knowledge and personal experiences to make art
• relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines in varied contexts, and in daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines in varied contexts, and in daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines in varied contexts, and in daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines in varied contexts, and in daily life

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• understand relationships between music, the other arts, and disciplines

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand relationships between music, the other arts, and disciplines
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• read and notate music
• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, the other arts, and disciplines
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• read and notate music
• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand relationships between music, the other arts, and disciplines
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• read and notate music
• compose and arrange music within specified guidelines
• introduction of improvised rhythms and melodies

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• sing a varied repertoire of music, alone and with other

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music and other fine arts in interdisciplinary contexts
• understand music in relation to history and culture

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• share creative musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that convey intent, demonstrate craftsmanship, and exhibit originality
• select and develop musical ideas (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for defined purposes and contexts
• generate musical ideas (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for various purposes and contexts
• evaluate and refine selected musical ideas to create musical work (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria
• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill, and context

B - Performing

• evaluate and refine personal and ensemble performances, individually or in collaboration with others
• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context
• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill, and context
• develop personal interpretations that consider creator intent
• analyze the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance

C - Responding

• analyze how the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response
• support interpretations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) that reflect the expressive intent of creators and performers
• choose music appropriate for a specific purpose or situation
• support evaluations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria

D - Connecting

• explore careers in music technology
• relate musical ideas to varied contexts and daily life to deepen understanding
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance
• perform, read, and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• demonstrate instrument care and maintenance

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• demonstrate instrument care and maintenance

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• perform a varied repertoire of music
• improvise melodies, variations, and accompaniments
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• understand relationships between music, the other arts, disciplines outside the arts, history, and culture
• read about, listen to, analyze, and describe music

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music
• analyze selection of repertoire
• improvise melodies, variations, and accompaniments

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture
• understand relationships between music, the other arts, disciplines outside the arts, history, and culture

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• analyze selection of repertoire
• perform a varied repertoire of music
• improvise melodies, variations, and accompaniments

C - Responding

• evaluate music and music performances

D - Connecting

• understand relationships between music, the other arts, disciplines outside the arts, history, and culture
• understand music in relation to history and culture
• read about, listen to, analyze, and describe music

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• improvise melodies, variations, and accompaniments
• analyze selection of repertoire
• perform a varied repertoire of music

C - Responding

• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• read about, listen to, analyze, and describe music
• understand relationships between music, the other arts, disciplines outside the arts, history, and culture

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• respond to music and music performances of themselves and others
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied context, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances of themselves and others
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied context, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied context, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music

C - Responding

• respond to music and music performances of themselves and others
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied context, and daily life

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• understand relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• read and notate music
• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• understand relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances of themselves and others
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music

C - Responding

• respond to music and music performances of themselves and others
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• share creative musical work (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that conveys intent, demonstrates craftsmanship, and exhibits originality
• generate musical ideas for various purposes and contexts
• evaluate and refine selected musical ideas to create musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria
• select and develop musical ideas for defined purposes and contexts

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context
• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill context
• evaluate and refine personal and ensemble performances, individually or in collaboration with others
• develop personal interpretations that consider the intent of the creator and/or performer
• analyze the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance

C - Responding

• support interpretations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) that reflect the expressive intent of creators and performers
• support evaluations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria
• analyze how the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response
• choose appropriate music for a specific purpose or situation

D - Connecting

• relate musical ideas to varied contexts and daily life to deepen understanding
• explore careers in music technology
• synthesize and relate knowledge and personal experiences to make music
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions

A - Creating

• compose and arrange music within specified guidelines
• improvise rhythms and melodies
• read and notate music

B - Performing

• sing alone and with others
• perform on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• understand relationships between music and other fine arts in interdisciplinary contexts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform, read, and notate music
• exhibit awareness of tuning mechanics
• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• exhibit awareness of tuning mechanics
• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• demonstrate instrument care and maintenance

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• demonstrate instrument care and maintenance
• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others
• exhibit awareness of tuning mechanics

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform, read, and notate music
• exhibit awareness of tuning mechanics
• demonstrate instrument care and maintenance
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• analyze selection of repertoire
• improvise melodies, variations, and accompaniments
• perform a varied repertoire of music

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• perform a varied repertoire of music
• analyze selection of repertoire
• improvise melodies, variations, and accompaniments

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• improvise melodies, variations, and accompaniments
• perform a varied repertoire of music
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• read about, listen to, analyze, and describe music

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• improvise melodies, variations, and accompaniments
• perform a varied repertoire of music
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• select and develop musical ideas for defined purposes and contexts
• evaluate and refine selected musical ideas to create musical work that meet appropriate criteria
• generate and develop appropriate music business resources
• generate musical ideas for various purposes and contexts
• select varied musical works to present based on interest, knowledge, technical skill, and context
• share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality

B - Performing

• select varied musical works to present based on interest, knowledge, technical skill, and context
• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context
• develop personal interpretations that consider creator intent
• evaluate and refine personal and ensemble performances, individually or in collaboration with others
• analyze the structure and context of varied musical works and their implications for performance

C - Responding

• support evaluations of musical works and performances based on analysis, interpretation, and established criteria
• choose music appropriate for a specific purpose or situation
• support interpretations of musical works that reflect the expressive intent of the creators/performers
• analyze how the structure and context of varied musical works inform the response

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions
• relate musical ideas to varied contexts and daily life to deepen understanding
• relate ethical publication to the use of technological systems, media, information, and software as it relates to the music industry
• explore careers in music technology

A - Creating

• select and develop musical ideas for defined purposes and contexts
• generate and develop appropriate music business resources
• share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality
• generate musical ideas for various purposes and contexts
• evaluate and refine selected musical ideas to create musical work that meets appropriate criteria
• select varied musical works to present based on interest, knowledge, technical skill, and context

B - Performing

• develop personal interpretations that consider creator intent
• select varied musical works to present based on interest, knowledge, technical skill, and context
• analyze the structure and context of varied musical works and their implications for performance
• evaluate and refine personal and ensemble performances, individually or in collaboration with others
• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context

C - Responding

• analyze how the structure and context of varied musical works inform the response
• support evaluations of musical works and performances based on analysis, interpretation, and established criteria
• support interpretations of musical works that reflect the expressive intent of the creators/performers
• choose music appropriate for a specific purpose or situation

D - Connecting

• relate ethical publication to the use of technological systems, media, information, and software as it relates to the music industry
• explore careers in music technology
• relate musical ideas to varied contexts and daily life to deepen understanding
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• read and identify elements of notated music
• sing alone or with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• improvise melodies, variations, and accompaniments

B - Performing

• read and notate music
• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• read and notate music
• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• understand relationships between music, the other arts, and disciplines outside the arts

A - Skills and Techniques/Performance

• sing or vocalize, alone and with others, a varied repertoire of music
• read and notate music
• perform on instruments, alone and with others, a varied repertoire of music

B - Creation

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

C - Critical Analysis/Investigate

• listen to, analyze, and describe music
• evaluate music and music performances

D - Cultural and Historical Context

• demonstrate or describe music in relation to history and culture
• describe or demonstrate relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• evaluate and refine selected musical ideas to create musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria
• select and develop musical ideas for defined purposes and contexts
• share creative musical work (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that conveys intent, demonstrates craftsmanship, and exhibits originality
• generate musical ideas for various purposes and contexts

B - Performing

• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill and context
• analyze the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance
• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context
• evaluate and refine personal and ensemble performances, individually or in collaboration with others
• develop personal interpretations that consider the intent of the creator and/or performer

C - Responding

• analyze how the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response
• support evaluations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria
• choose appropriate music for a specific purpose or situation
• support interpretations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) that reflect the expressive intent of creators and performers

D - Connecting

• relate musical ideas to varied contexts and daily life to deepen understanding
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions
• explore careers in music technology
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• compose and arrange music within specified guidelines
• read and notate music
• improvise rhythms and melodies

B - Performing

• perform on instruments, alone and with others
• sing alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand relationships between music and other fine arts in interdisciplinary contexts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• exhibit awareness of tuning mechanics
• demonstrate instrument care and maintenance

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• exhibit awareness of tuning mechanics
• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• exhibit awareness of tuning mechanics
• demonstrate instrument care and maintenance
• perform, read, and notate music

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance
• exhibit awareness of tuning mechanics
• perform, read, and notate music

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• improvise melodies, variations, and accompaniments
• perform a varied repertoire of music on instruments, alone and with others
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• improvise melodies, variations, and accompaniments
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• compose and arrange music within specified guidelines
• notate music

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• analyze selection of repertoire
• improvise melodies, variations, and accompaniments

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand music in relation to history and culture

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• improvise melodies, variations, and accompaniments
• perform a varied repertoire of music on instruments, alone and with others
• analyze selection of repertoire

C - Responding

• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• read about, listen to, analyze, and describe music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• exhibit awareness of tuning mechanics
• demonstrate instrument care and maintenance
• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• exhibit awareness of tuning mechanics
• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• demonstrate instrument care and maintenance

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• exhibit awareness of tuning mechanics
• perform, read, and notate music
• demonstrate instrument care and maintenance
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance
• perform, read, and notate music
• exhibit awareness of tuning mechanics

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• read and identify elements of notated music
• sing alone or with others
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform on instruments through a varied repertoire of music, alone and with others
• sing alone or with others
• read and identify elements of notated music

C - Responding

• respond to music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• sing alone or with others
• read and identify elements of notated music
• perform on instruments through a varied repertoire of music, alone and with others

C - Responding

• listen to, analyze, and describe music
• respond to music and music performances

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise melodies, variations, and accompaniments
• compose and arrange music within specified guidelines

B - Performing

• perform expressively, with appropriate interpretation and technical accuracy, through a varied repertoire of music, alone or with others
• read and notate music

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• evaluate and refine selected musical ideas to create musical work (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that meets appropriate criteria
• share creative musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) that convey intent, demonstrate craftsmanship, and exhibit originality
• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill, and context
• select and develop musical ideas (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for defined purposes and contexts
• generate musical ideas (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) for various purposes and contexts

B - Performing

• select varied musical works to present (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) based on interest, knowledge, technical skill, and context
• develop personal interpretations that consider creator intent
• perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context
• analyze the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) and their effects on performance
• evaluate and refine personal and ensemble performances, individually or in collaboration with others

C - Responding

• support interpretations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) that reflect the expressive intent of creators and performers
• choose music appropriate for a specific purpose or situation
• support evaluations of musical works (e.g., arrangement, composition, improvisation, mixed- media project, orchestration, sound design) and performances based on analysis, interpretation, and established criteria
• analyze how the structure and context of varied musical works (e.g., arrangement, composition, improvisation, mixed-media project, orchestration, sound design) inform the response

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• understand the major hardware and software components of a computer system, live sound amplification, recording techniques, and their interactions
• explore careers in music technology
• relate musical ideas to varied contexts and daily life to deepen understanding

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform, read, and notate music
• demonstrate instrument care and maintenance
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others
• demonstrate instrument care and maintenance

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts
• understand music in relation to history and culture

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• demonstrate instrument care and maintenance
• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• demonstrate instrument care and maintenance
• perform, read, and notate music
• perform a varied repertoire of music on instruments, alone and with others

C - Responding

• listen to, analyze, and describe music
• evaluate music and music performances

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• notate music
• compose and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music
• analyze selection of repertoire
• improvise melodies, variations, and accompaniments

C - Responding

• evaluate music and music performances

D - Connecting

• read about, listen to, analyze, and describe music
• understand relationships between music, the other arts, disciplines outside the arts, history, and culture
• understand music in relation to history and culture

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• apply criteria to evaluate musical literature
• perceive, analyze, and interpret meaning in musical literature

D - Connecting

• synthesize and relate knowledge and personal experiences to make music
• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature
• develop and refine musical techniques and literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• organize, develop, and revise musical ideas and literature
• generate and conceptualize musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• analyze, interpret, and select musical literature for presentation
• convey meaning through the presentation of musical literature

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Creating

• generate and conceptualize musical ideas and literature
• organize, develop, and revise musical ideas and literature

B - Performing

• develop and refine musical techniques and literature for presentation
• convey meaning through the presentation of musical literature
• analyze, interpret, and select musical literature for presentation

C - Responding

• perceive, analyze, and interpret meaning in musical literature
• apply criteria to evaluate musical literature

D - Connecting

• relate musical ideas and literature with societal, cultural, and historical context to deepen understanding
• synthesize and relate knowledge and personal experiences to make music

A - Elements of Music

• explore phrase shape and movement of melodic line
• explore current rhythmic notation used in traditional and 20th century music, including notes, rests, meter signatures, and unmetered scores
• explore key signatures, major, minor, modal, and atonal music
• explore use of harmony in music, including consonance and dissonance, intervals, chord structure, scales, modes, atonality, and serialism
• explore development of major music forms, including keyboard, vocal, and orchestral
• follow written scores of music of various styles and genres
• identify common tempo markings
• recognize traditional pitch notation, including line and space names on the staff, in treble and bass clefs
• explore use of cadences as resting and finalizing sections of harmonic structure and their use as transitions into new tonalities
• explore dynamics in various musical styles
• explore texture in various musical styles, including monophony, polyphony, homophony, and counterpoint

B - Cultural and Historical Context

• use print and non-print media to locate information about music and musicians
• analyze use of instruments and voices in each major period, including size of groups
• analyze major composers' styles and periods during which they wrote
• explore lives of major composers
• explore the history of rhythm and pitch notation
• identify common voice classifications
• identify instrumental and vocal ensemble groupings commonly used in music
• describe the impact of social, political, and cultural conditions on the arts of various periods
• name and provide dates for major historical periods related to music
• examine development of orchestral and keyboard instruments and demonstrate familiarity with the most common instruments
• compare each major musical period with other arts, curriculum areas, and technology
• generalize characteristics of style for each major musical period
• describe prevalence and function of sacred and secular music in each major period

C - Listening

• describe rhythmic, melodic, and harmonic composition in music examples and their effect on musical style and form
• analyze aesthetic properties of selected musical performances
• analyze the performance skill of performers
• explore the influence of traditional music on the music of today
• identify common musical forms
• listen with increasing discrimination and concentration
• explore nontraditional music forms
• identify common vocal ranges and instruments by timbre
• identify major historical periods from characteristic listening examples
• identify music of other cultures
• demonstrate appropriate audience etiquette

A - Creating

• improvise, compose, choreograph, and/or arrange music or music related performances within specified guidelines

B - Performing

• perform using a varied repertoire of music, alone and with others
• identify elements of music

C - Responding

• listen to, analyze, and describe music
• respond to music and performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, choreograph, and/or arrange music or music related performances within specified guidelines

B - Performing

• perform using a varied repertoire of music, alone and with others
• identify elements of music

C - Responding

• listen to, analyze, and describe music
• respond to music and performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, choreograph, and/or arrange music or music related performances within specified guidelines

B - Performing

• perform using a varied repertoire of music, alone and with others
• identify elements of music

C - Responding

• listen to, analyze, and describe music
• respond to music and performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, choreograph, and/or arrange music or music related performances within specified guidelines

B - Performing

• perform using a varied repertoire of music, alone and with others
• identify elements of music

C - Responding

• listen to, analyze, and describe music
• respond to music and performances of themselves and others

D - Connecting

• understand relationships between music, other arts, other disciplines, varied contexts, and daily life

A - Creating

• improvise, compose, and arrange music within specified guidelines

B - Performing

• perform a varied repertoire of music on instruments, alone and with others
• perform, read, and notate music
• demonstrate instrument care and maintenance
• exhibit awareness of tuning mechanics

C - Responding

• evaluate music and music performances
• listen to, analyze, and describe music

D - Connecting

• understand music in relation to history and culture
• demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts

A - Creating

• organize and develop diverse artistic ideas and work
• conceptualize and generate diverse artistic ideas and work
• refine and complete artistic work

B - Performing

• select, analyze, and interpret the student's original artistic work for presentation
• convey meaning through the presentation of artistic work

C - Responding

• analyze and evaluate artistic work through a variety of criteria

D - Connecting

• demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life
• relate artistic ideas and works with societal, cultural and historical context to deepen understanding

A - Creating

• develop scripts through screenwriting techniques
• organize, design, and refine film work

B - Performing

• execute artistic and technical elements of film
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of film using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• examine the role of film in a societal, cultural, and historical context
• explore how film connects to life experience, careers, and other content

A - Creating

• organize, design, and refine film work
• develop scripts through screenwriting techniques

B - Performing

• execute artistic and technical elements of film
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of film using appropriate supporting evidence

D - Connecting

• explore how film connects to life experience, careers, and other content
• examine the role of film in a societal, cultural, and historical context

A - Creating

• develop scripts through screenwriting techniques
• organize, design, and refine film work

B - Performing

• execute artistic and technical elements of film
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of film using appropriate supporting evidence

D - Connecting

• explore how film connects to life experience, careers, and other content
• examine the role of film in a societal, cultural, and historical context

A - Creating

• organize, design, and refine film work
• develop scripts through screenwriting techniques

B - Performing

• execute artistic and technical elements of film
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of film using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how film connects to life experience, careers, and other content
• examine the role of film in a societal, cultural, and historical context

A - Creating

• develop scripts through theatrical techniques
• organize, design, and refine theatrical work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experience, careers, and other content

A - Creating

• develop scripts through theatrical techniques
• organize, design, and refine theatrical work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experience, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through theatrical techniques

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experience, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through theatrical techniques

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• explore how theatre connects to life experience, careers, and other content
• examine the role of theatre in a societal, cultural, and historical context

A - Creating

• develop scripts through theatrical techniques
• organize, design, and refine theatrical work

B - Performing

• execute artistic and technical elements of theatre
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how theatre connects to life experience, careers, and other content
• examine the role of theatre in a societal, cultural, and historical context

A - Creating

• develop scripts through theatrical techniques
• organize, design, and refine theatrical work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments
• execute artistic and technical elements of theatre

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• explore how theatre connects to life experience, careers, and other content
• examine the role of theatre in a societal, cultural, and historical context

A - Creating

• develop scripts through theatrical techniques
• organize, design, and refine theatrical work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments
• execute artistic and technical elements of theatre

C - Responding

• critique various aspects of theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experience, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through theatrical techniques

B - Performing

• execute artistic and technical elements of theatre
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how theatre connects to life experience, careers, and other content
• examine the role of theatre in a societal, cultural, and historical context

A - Reading

• determine two or more themes or central ideas of a piece and analyze their development over the course of the piece, including how they interact and build on one another to produce a complex account; provide an objective summary of the piece
• analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement); analyze how style and content contribute to the power, persuasiveness, or beauty of the text
• analyze the impact of the author's, director's, and actors' choices regarding how to develop and relate complex elements of a story or drama (e.g., where the story is set, how the action is ordered, how the characters are introduced and developed)
• cite strong and thorough evidence through both textual and visual cues from various dramatic arts literature to support analysis of what the piece says explicitly and implicitly, including determining where the text leaves matters uncertain
• determine the meanings of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful
• analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story; the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact, including how the structure makes points clear, convincing, and engaging
• analyze multiple interpretations of a subject or a key scene in two or three different artistic mediums, including what is emphasized or absent in each treatment
• read and comprehend dramatic fiction, including stories, plays, films, and television, at the high end of the grades 11-12 CCR text complexity band independently and proficiently, by the end of grade 12
• analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare), evaluating how each version interprets the source text

B - Dramatic History

• connect film and television literature to its origins in theatre literature
• research and explain how cultural and historical factors have influenced playwrights and theatre literature
• examine and apply theories, performances, and conventions from a variety of films, television, and theatre scripts from historical periods and other cultures
• recognize the unique contributions of contemporary and/or historical artists and art forms, including Georgia artists
• identify elements, influences, and contributions of other art forms and content areas to theatre literature
• compare theatre literature from various historical periods, cultures, and styles
• trace the development of theatre from earliest forms to contemporary forms, identifying and summarizing contributions made by different cultures and traditions
• examine the role of film in a societal, cultural, and historical context

C - Writing

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience
• produce clear, concise, and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• develop claim(s) and counterclaims by supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns
• establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing
• write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
• use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims
• write original dramatic arts narratives for film, television, or theatre to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event- sequences

D - Research

• write routinely over multiple time frames for a range of tasks, purposes, and audiences
• gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
• conduct short, as well as more sustained, research projects to answer questions (including self- generated questions) or solve problems
• evaluate literary or informational texts to support analysis, reflection, and research

E - Business and Employability

• demonstrate employability skills required by business and industry
• present using diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems; evaluate the credibility and accuracy of each source and note any discrepancies among the data
• evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric
• make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
• present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

A - Creating

• organize, design, and refine theatrical work
• develop scripts through screenwriting techniques

B - Performing

• execute artistic and technical elements of film
• act by communicating and sustaining roles in formal and informal environments

C - Responding

• critique various aspects of film using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• examine the role of film in a societal, cultural, and historical context
• explore how film connects to life experiences, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through screenwriting techniques

B - Performing

• act by communicating and sustaining roles in formal and informal environments
• execute artistic and technical elements of film

C - Responding

• critique various aspects of film using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how film connects to life experiences, careers, and other content
• examine the role of film in a societal, cultural, and historical context

A - Creating

• develop scripts through screenwriting techniques
• organize, design, and refine theatrical work

B - Performing

• act by communicating and sustaining roles in formal and informal environments
• execute artistic and technical elements of film

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of film using appropriate supporting evidence

D - Connecting

• examine the role of film in a societal, cultural, and historical context
• explore how film connects to life experiences, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through screenwriting techniques

B - Performing

• act by communicating and sustaining roles in formal and informal environments
• execute artistic and technical elements of film

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of film using appropriate supporting evidence

D - Connecting

• examine the role of film in a societal, cultural, and historical context
• explore how film connects to life experiences, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through theatrical techniques

B - Performing

• act by communicating and sustaining roles in formal and informal environments
• execute artistic and technical elements of theatre

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of theatre and other media using appropriate supporting evidence

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experiences, careers, and other content

A - Creating

• organize, design, and refine theatrical work
• develop scripts through theatrical techniques

B - Performing

• act by communicating and sustaining roles in formal and informal environments
• execute artistic and technical elements of theatre

C - Responding

• critique various aspects of theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• examine the role of theatre in a societal, cultural, and historical context
• explore how theatre connects to life experiences, careers, and other content

A - Creating

• create technical elements of theatre lighting (e.g., equipment, colors, themes)

B - Producing

• produce lighting elements in theatre

C - Responding

• respond to lighting elements of theatre using appropriate supporting evidence

A - Creating

• create technical elements of theatre lighting (e.g., equipment, colors, themes)

B - Producing

• produce lighting elements in theatre

C - Responding

• respond to lighting elements of theatre using appropriate supporting evidence

A - Creating

• create technical elements of theatre lighting (e.g., equipment, colors, themes)

B - Producing

• produce lighting elements in theatre

C - Responding

• respond to lighting elements of theatre using appropriate supporting evidence

A - Creating

• create technical elements of theatre lighting (e.g., equipment, colors, themes)

B - Producing

• produce lighting elements in theatre

C - Responding

• respond to lighting elements of theatre using appropriate supporting evidence

A - Creating

• organize, design, and refine musical theatre work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments
• execute artistic and technical elements of musical theatre

C - Responding

• engage actively and appropriately as an audience member
• critique various aspects of musical theatre and other media using appropriate supporting evidence

D - Connecting

• examine the role of musical theatre in a societal, cultural, and historical context
• explore how musical theatre connects to life experience, careers, and other content

A - Creating

• organize, design, and refine musical theatre work

B - Performing

• execute artistic and technical elements of musical theatre
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of musical theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how musical theatre connects to life experience, careers, and other content
• examine the role of musical theatre in a societal, cultural, and historical context

A - Creating

• organize, design, and refine musical theatre work

B - Performing

• act and direct by communicating and sustaining roles within a variety of situations and environments
• execute artistic and technical elements of musical theatre

C - Responding

• critique various aspects of musical theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• explore how musical theatre connects to life experience, careers, and other content
• examine the role of theatre in a societal, cultural, and historical context

A - Creating

• organize, design, and refine theatrical work

B - Performing

• execute artistic and technical elements of theatre
• act and direct by communicating and sustaining roles within a variety of situations and environments

C - Responding

• critique various aspects of theatre and other media using appropriate supporting evidence
• engage actively and appropriately as an audience member

D - Connecting

• examine the role of theatre in societal, cultural, and historical context
• explore how theatre connects to life experiences, careers, and other content

A - Creating

• create sound design elements of theatre (e.g., equipment, placement, inventory)

B - Producing

• produce sound design elements in theatre

C - Responding

• respond to sound design elements of theatre using appropriate supporting evidence

A - Creating

• create sound design elements of theatre (e.g., equipment, placement, inventory)

B - Producing

• produce sound design elements in theatre

C - Responding

• respond to sound design elements of theatre using appropriate supporting evidence

A - Creating

• create sound design elements of theatre (e.g., equipment, placement, inventory)

B - Producing

• produce sound design elements in theatre

C - Responding

• respond to sound design elements of theatre using appropriate supporting evidence

A - Creating

• create sound design elements of theatre (e.g., equipment, placement, inventory)

B - Producing

• produce sound design elements in theatre

C - Responding

• respond to sound design elements of theatre using appropriate supporting evidence

A - Creating

• create technical elements of theatre (e.g., sets, props, costumes, makeup, lighting, sound)

B - Performing

• produce technical elements in theatre

C - Responding

• respond to technical elements of theatre using appropriate supporting evidence

D - Connecting

• connect technical elements of theatre

A - Creating

• create technical elements of theatre (e.g., sets, props, costumes, makeup, lighting, sound)

B - Performing

• produce technical elements in theatre

C - Responding

• respond to technical elements of theatre using appropriate supporting evidence

D - Connecting

• connect technical elements of theatre

A - Creating

• create technical elements of theatre (e.g., sets, props, costumes, makeup, lighting, sound)

B - Performing

• produce technical elements in theatre

C - Responding

• respond to technical elements of theatre using appropriate supporting evidence

D - Connecting

• connect technical elements of theatre

A - Creating

• create technical elements of theatre (e.g., sets, props, costumes, makeup, lighting, sound)

B - Performing

• produce technical elements in theatre

C - Responding

• respond to technical elements of theatre using appropriate supporting evidence

D - Connecting

• connect technical elements of theatre

A - Creation and Performance

• integrate various art forms, other content areas, and life experiences to create theatre
• develop scripts through improvisation and other theatrical methods
• design and execute artistic and technical elements of theatre
• direct by conceptualizing, organizing, and conducting rehearsals for performance
• act by developing, communicating, and sustaining roles within a variety of situations and environments

B - Perception and Analysis

• analyze and construct meaning from theatrical experiences, dramatic literature, and electronic media
• critique various aspects of theatre and other media, using appropriate supporting evidence
• explore the business of theatre

C - Cultural and Historical Context

• research cultural and historical information to support artistic choices
• examine the role of theatre as a reflection of past and present civilizations

A - Creating

• examine, understand, and outline the steps in conventions involved in the creation of a theatre text
• develop original theatre literature
• integrate various art forms, other content areas, and life experiences to create theatre literature

B - Performing

• analyze characters in theatre literature from the perspective of a performer, director, designer, and/or audience
• analyze and construct meaning from theatrical experiences, dramatic literature, and electronic media

C - Responding

• critique various aspects of theatre and other media, using appropriate supporting evidence

D - Connecting

• examine, identify, and understand the business of theatre, e., economic impact, technological impact, and career opportunities
• research cultural and historical information to support artistic choices
• examine the role of theatre as a reflection of past and present civilizations

A - Creation and Performance

• integrate various art forms, other content areas, and life experiences to create theatre
• direct by conceptualizing, organizing, and conducting rehearsals for performance

B - Perception and Analysis

• engage actively and appropriately as an audience member in theatre or other media experiences
• critique various aspects of marketing for theatre and other media, using appropriate supporting evidence
• explore the business of theatre
• analyze and construct meaning from theatrical dramatic literature and electronic media

C - Cultural and Historical Context

• research cultural and historical information to support artistic choices
• examine the roles of theatre as a reflection of past and present civilizations

A - Creation and Performance

• analyze artistic and technical elements of theatre
• act by developing, communicating, and sustaining roles within a variety of situations and environments
• participate in and understand the theatrical chain of command
• research cultural and historical information to support artistic choices
• integrate various art forms, other content areas, and life experiences to create theatre
• understand the basic functions of each of the five main technical areas for a production

B - Perception and Analysis

• engage actively and appropriately as an audience member in theatre and other media experiences
• analyze and construct meaning from theatrical experiences, dramatic literature, and electronic media
• critique various aspects of theatre and other media, using appropriate supporting evidence
• explore the business of theatre

C - Cultural and Historical Context

• examine the roles of theatre as a reflection of society

A - Creation and Performance

• act by developing, communicating, sustaining, and refining roles within a variety of situations and environments
• research cultural and historical information to support artistic choices
• understand the complex functions of each of the five main technical areas for a production
• participate in a major theatrical production
• integrate various art forms, other content areas, and life experiences to create theatre
• analyze and implement artistic and technical elements of theatre
• participate in and understand the theatrical chain of command

B - Perception and Analysis

• analyze aspects of a theatrical performance
• analyze and construct meaning from theatrical experiences and environments
• implement the business of theatre
• engage actively and appropriately as an audience member in theatre and other media experiences

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence

B - Presenting

• plan, prepare, and present completed works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• visualize and generate ideas for creating works of art
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present completed works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence

B - Presenting

• plan, prepare, and present completed works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• keep an ongoing visual and verbal record to explore and develop works of art
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present completed works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• visualize and generate ideas for creating works of art
• incorporate formal and informal components to create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• visualize and generate ideas for works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of digital art and design
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• utilize a variety of resources to see how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• keep an ongoing visual and verbal record to explore and develop works of digital art and design
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• visualize and generate ideas for works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• discuss the intent of digital works of art and design in context to historical events
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to see how artistic learning extends beyond the walls of the classroom

A - Creating

• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• keep an ongoing visual and verbal record to explore and develop works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• keep an ongoing visual and verbal record to explore and develop works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence
• visualize and generate ideas for creating works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• incorporate formal and informal components to create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• visualize and generate ideas for creating works of art
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• manipulate and enhance photographic images within a photo-imaging program
• visualize and generate ideas for creating works of art
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning of works of art and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation
• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning of works of art and increase visual literacy

D - Connecting

• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning of works of art and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• visualize and generate ideas for creating works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as personal artistic ideation

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning of works of art and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• incorporate formal and informal components to create works of art
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• visualize and generate ideas for creating works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art

A - Creating

• incorporate formal and informal components to create works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• keep an ongoing visual and verbal record to explore and develop works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• reflect on the context of personal works of art in relation to community, culture, and the world
• engage in the process of art criticism to make meaning and increase visual literacy
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom

A - Creating

• incorporate formal and informal components to create works of art
• visualize and generate ideas for creating works of art
• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches
• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world

D - Connecting

• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom
• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts

A - Creating

• reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation
• visualize and generate ideas for creating works of art
• keep an ongoing visual and verbal record to explore and develop works of art
• engage in an array of processes, media, techniques, and technology through experimentation, practice, and persistence
• choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art
• incorporate formal and informal components to create works of art

B - Presenting

• plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation

C - Responding

• engage in the process of art criticism to make meaning and increase visual literacy
• reflect on the context of personal works of art in relation to community, culture, and the world
• critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches

D - Connecting

• develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts
• develop life skills (e.g., collaboration, creativity, critical thinking, communication) through the study and production of art
• utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom