Core Curriculum Content Standards

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Visual and Performing Arts Learning Progressions

1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
B. Critique Methodologies
NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Content: Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.1Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.
Content: Identifying criteria for evaluating performances results in deeper understanding of art and art-making.

1.4.5.B.1Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.
Content: Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form.

1.4.8.B.1Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.
Content: Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art.

1.4.12.B.1Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.
Content: Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

1.4.2.B.2Apply the principles of positive critique in giving and receiving responses to performances.
Content: Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion.

1.4.5.B.2Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.
Content: Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist.

1.4.8.B.2Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.
Content: The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist’s technical proficiency as well as by the manner and physical context in which it is performed or shown.

1.4.12.B.2Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.
Content: Contextual clues are embedded in works of art and provide insight into artistic intent.

1.4.2.B.3Recognize the making subject or theme in works of dance, music, theatre, and visual art.
Content: While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology.

1.4.5.B.3Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.
Content: Universal elements of art and principles of design apply equally to artwork across cultures and historical eras.

1.4.8.B.3Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.
Content: Art and art-making reflect and affect the role of technology in a global society.

1.4.12.B.3Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.
  Content: Levels of proficiency can be assessed through analyses of how artists apply the elements of art and principles of design.

1.4.5.B.4Define technical proficiency, using the elements of the arts and principles of design.
   
  Content: Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?).

1.4.5.B.5Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.