Reproductions supplied by EDRS are the best that can be ... · ED 468 211. TITLE INSTITUTION SPONS...

ED 468 211

TITLE

INSTITUTIONSPONS AGENCYPUB DATENOTE

AVAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

SO 034 069

K-12 Achievement Standards Teacher's Guide to the Humanities.

Idaho State Board of Education, Boise.J. A. and Kathryn Albertson Foundation, Inc., Boise, ID.2002-00-0065p.

Idaho State Board of Education, Achievement Standards Office,P.O. Box 83720, Boise, ID 83720-0037. Tel: 208-332-1591; Fax:208-334-2632; Web site: http://www.idahoachieves.com/.Guides Classroom Teacher (052)Legal /Legislative /Regulatory Materials (090)

EDRS Price MF01/PC03 Plus Postage.*Academic Standards; Elementary Secondary Education;*Humanities; *Humanities Instruction; InterdisciplinaryApproach; *Public Schools; *Second Languages; Social Studies;*State Standards; Student Educational Objectives; TeachingGuides; Theater Arts; Visual Arts; World History*Idaho

This teacher's guide outlines Idaho's K-12 achievementstandards in the humanities. The guide first presents a glossary of relevanthumanities terms, such as aesthetics, genre, and culture/cultures. Thestandards are divided into 16 parts: (1) "858 Interdisciplinary HumanitiesKindergarten through Grade 3"; (2) "866 Visual and Performing ArtsKindergarten through Grade 3, Sections 867 through 872"; (3) "875 WorldHistory Humanities (Humanities in a Historical Context) Kindergarten throughGrade 3"; (4) "883 Foreign Language Kindergarten through Grade 3, Sections884 through 889"; (5) "892 Interdisciplinary Humanities Grades 4 through 5";(6) "900 Visual and Performing Arts Grades 4 through 5, Sections 901 through906"; (7) "909 World History-Humanities (Humanities in a Historical Context)Grades 4 and 5"; (8) "917 Foreign Language Grades 4 and 5, Sections 918through 923"; (9) "926 Interdisciplinary Humanities Grades 6 through 8"; (10)

"934 Visual and Performing Arts Grades 6 through 8, Sections 935 through940"; (11) "943 World History-Humanities (Humanities in a Historical Context)Grades 6 through 8"; (12) "951 Foreign Language Grades 6 through 8, Sections952 through 957"; (13) "960 Interdisciplinary Humanities Grades 9 through 12,Sections 961 through 975"; (14) "969 Visual and Performing Arts Grades 9through 12, Sections 970 through 975"; (15) "978 World History-Humanities(Humanities in a Historical Context) Grades 9 through 12, Sections 979through 984"; and (16) "987 Foreign Language Grades 9 through 12, Sections988 through 993." (BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

01

K-12 Achievement Standards Teacher's Guide

to

The Humanities

71-rn Idaho Standards for Achievement

0 a Acitis

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

. E va.vts 9

TO THE EDUCATIONAL RESOURCES

1

INFORMATION CENTER (ERIC)BEST COPYAVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

e This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality

6 Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

IDAHO STATE gOARD Of EDUCATION MEKERS

Ms. Karen McGee, PresidentMr. Blake Hall, Vice PresidentMr. James Hammond, SecretaryMr. Paul AgidiusDr. Marilyn Howard, Superintendent ofPublic InstructionMr. Roderic LewisMr. Laird Stone, Twin Falls

ACHIEVEMENT STANDARDS FORD COMMITTEE

Ms. Karen McGee, ChairMr. Roderic LewisMr. Blake Hall

1441 c/r44,44,04

/04 Eved,

COMMISSIONERS

Mr. Larry Andrews, Chair, MeridianMs. Christine Wada, Co-Chair, PingreeDr. Tom Bitterwolf, MoscowMs. Kristin King, Idaho FallsMr. Tom Luna, NampaDr. Darrell Marks, NampaMr. Jim McFadden, Idaho Falls

STANDARDS, ASSESSMENT 9c AmotxrAgtuniOffICEMs. Lydia G. GuerraStandards, Assessment, and AccountabilityProject ManagerE-mail: [email protected]

Ms. Ruth J. OlvedaAdministrative/Business Support SpecialistE-mail: [email protected]

Idaho State Board of EducationAchievement Standards OfficePO Box 83720Boise, ID 83720-0037(208) 332-1591Fax: 334-26321-877-EXITING (394-8464)www.idahoachieves.com

This publication was produced by the Idaho State Board of Education. Funds for the project were providedby a grant from the J. A. & Kathryn Albertson Foundation. This is not an official copy of any rules of the IdahoBoard of Education and no state general funds were used for this reproduction of the standards. Thispublication will be provided in an alternative form, upon request. The Idaho Board of Education complies withall American Disabilities Act. March 15, 2002, K-12 Achievement Standards Teacher's Guide, SFAA/13320.

II3

d6: Asa& At affirm 47044&&4.1

foo &iv deacalionfix Welling de aac".roc gad daces&

Aguilar, Pat, Coeur d'Alene, ScienceAllen, Dianne, Desmet, MathAllred, Shannon, Pocatello, Language ArtsAnderson, Judy, McCall, HumanitiesAnderson, Lorna, Blackfoot, Social StudiesAnderson, Marianne, Pocatello, ScienceAnderson, Paul, Coeur d'Alene, HealthAndrew, Penny, Boise, Social StudiesArdinger, Rick, Boise, HumanitiesAstorquia, Rosie, Coeur d'Alene, MathAustin, Ellen, Rupert, ScienceBaer !ocher, Corey, Kellogg, HumanitiesBair, Khristie, Boise, HealthBarber, Brian, Meridian, HealthBarber, Lonnie, Caldwell, Language ArtsBarrie, Shirley, Idaho Falls, Social StudiesBastian, Janine, Boise, MathBatten, Mary Ann, Idaho City, MathBauman, Hazel, Coeur d'Alene, Language ArtsBerg, Linda, Meridian, HumanitiesBerg, Shauna, Idaho Falls, Language ArtsBergstrand, Tama, Bonners Ferry, HumanitiesBerkey, Kim, Pinehurst, Language ArtsBielenberg, John, Meridian, HumanitiesBieze, Judy, Coeur d'Alene, Language ArtsBilletz, John, Post Falls, ScienceBlue, Nancy, Caldwell, ScienceBodell Jo Ann, Idaho Falls, ScienceBologna, Mary, Hayden Lake, Language ArtsBoots, Eileen, Weiser, ScienceBoyer, Jean, Boise, Social StudiesBrady, Jerry, Idaho Falls, Language ArtsBraun, Lorraine, Idaho City, HumanitiesBrill, Susan, Mountain Home, MathBrizzee, Paul, Idaho Falls, HumanitiesBrown, Chris St. Anthony, Social StudiesBrown, Helen, Buhl, HealthBrown, Kelli, Boise, HumanitiesBrown, Tom, Boise, MathBrowne, Teri, Moore, ScienceBrumbaugh, Velma, Bonners Ferry, Language ArtsBug-Townsend, Leah Idaho Falls, ScienceBurch, Ted, Coeur d'Alene, Social StudiesBurgess, Clinton, Boise, HumanitiesBurke, Julie, Lewiston, HumanitiesByrd, Lilia, Nampa, HumanitiesCalkins, Sandra, Richfield, ScienceCampbell, Cindy, Weiser, MathCampos, Jeanne, Nampa, Humanities

Carson, Sheri, Twin Falls, HealthCaywood, Susan, Idaho City, HealthChandler, Steven, Arco, Social StudiesChesley, Michael, Burley, HumanitiesChojnacky, Debbie, Boise, HumanitiesChristensen, Lynnae, Shelley, MathChristensen, Sandra, Aberdeen, ScienceClute, Loa, Idaho Falls, HealthCollins, Rick, New Meadows, Social StudiesCombes, Barbara, Preston, MathCook, Crystal, Emmett, HumanitiesCope, Stan, Pocatello, HumanitiesCorreia, Gail, Meridian, HealthCowan, Donna, Emmett, HumanitiesCowger, Shari, Twin Falls, HumanitiesCronnelly, Tim, Cascade, HumanitiesCrosier, Lynne, Shelley, Social StudiesCrum ley, Aartje, Blackfoot, HumanitiesCurrie, Lois, Pinehurst, Language ArtsCurrie, Paul, Kellogg, HumanitiesCutler, Ann, Coeur d'Alene, Language ArtsDaniel, Robert, Dubois, Social StudiesDanielson, Cindy, Burley, Language ArtsDawes, Kathy, Moscow, ScienceDeering, Barbara, Boise, ScienceDickerson, Kathleen, Moscow, MathDonicht, Terry, Twin Falls, all subjectsDrick, Bonnie, Eagle, Language ArtsEck, Paul, Bovil, HealthEdmonson, Cathy, Lewiston, MathEisenbarth, Barbara, Boise, HealthErwin, Carolyn, Heyburn, Language ArtsEsquibel, Gladys, Burley, HumanitiesEx line, Shawna, Boise, Language ArtsFallon, Jane, Moscow, ScienceFarley, Tom, Boise, MathFarmin, Bonnie, Kellogg, all subjectsFazio, Dawn, Moscow, ScienceFerell, Mary, Twin Falls, HealthFemandez-Aranguiz, Viola, Nampa, HumanitiesFeusahrens, Bill, Filer, Social StudiesFineman, Sue, Idaho Falls, Social StudiesFinlay, Jennifer, Kellogg, MathFord, Larry, Pocatello, MathFox, Evin, Twin Falls, MathFox, Linda, Moscow, Social StudiesFrancis, Jim, Idaho Falls, Social StudiesFreiburger, Jane, Rupert, Language ArtsFriday, Alberta, Fort Hall, Language Arts

iii 4

Galey, Laura, Lewiston, Language ArtsGambliel, Maria Carmen, Boise, HumanitiesGamer, Phyllis, Meridian, Social StudiesGates, George, Pocatello, Social StudiesGeis ler, Jennifer, St. Anthony, ScienceGilchrist, Kaye, Boise, HumanitiesGirvan, James, Pocatello, HealthGlennon, Karen, Boise, Language ArtsGoeckner, Carol Rae, Wendell, MathGonzalez, Hank, Pocatello, Language ArtsGoodwin, Carl, Meridian, HumanitiesGoss, Jonathan, Bliss, HumanitiesGould, Elizabeth, Boise, HumanitiesGrainger-Wilson, Helen, Potlatch, HumanitiesGrunke, Judy, Weiser, ScienceGuerra, Andy, Pocatello, Social StudiesGunter, Jill, McCammon, HealthHagler, Geri, Coeur d'Alene, ScienceHahn, Lucy, Boise, MathHall, Kay, Post Falls, Social StudiesHallett, Marcia, Wendell, HealthHammond, Michelle, Caldwell, ScienceHanlon, Heather, Boise, HumanitiesHansen, Lance, Emmett, MathHansen, Vaughn, Pocatello, Social StudiesHardenbrook, Jim, Caldwell, Social StudiesHarman, Karla, Moscow, HealthHarrington, Susan, Boise, Science and MathHarrington, Tom, Blackfoot, HumanitiesHarris, Matt, Coeur d'Alene, HumanitiesHartley, Joyce, Boise, Social StudiesHartnett, Patti, Weiser, ScienceHarwood, M. Jan, Pocatello, MathHasselquist, Claudia, Boise, HealthHatch, Karen, Burley, HumanitiesHearn, Paula, Post Falls, Social StudiesHeath, Jerry, Blackfoot, HumanitiesHeaton, Debra, Lewiston, Social StudiesHemming, lane, Rexburg, Language ArtsHerron, Bruce, Boise, ScienceHibbert, Pocatello, Language ArtsHill, Lynette, Boise, Language ArtsHininger, Jan, Nampa, Language ArtsHollifield, Carol, Hansen, Social StudiesHoman, Scott, Nampa, ScienceHorn, Michael, Eagle, ScienceHoy, Peggy, Twin Falls, Language ArtsHughbanks, Fineas, Gooding, ScienceHughes, Ginny, Hayden Lake, Language ArtsHunt, Kathy, Boise, Social StudiesIverson, Edna, Sandpoint, ScienceJackman, Teresa, Aberdeen, Social StudiesJakubowski, Joe, Caldwell, HealthJameson, Susan, Coeur d'Alene, MathJansen, Marilyn, Wendell, Language Arts

iv

5

Jensen, Rosalie, Pocatello, Language ArtsJohnson, Anne, Nampa, Language ArtsJones, Barbara, Burley, Social StudiesJones, Bertha, Idaho Falls, HumanitiesJones, Dean, Boise, MathJones, Peggy, Boise, Social StudiesJordan, Ken, Moscow, Social StudiesKelsey, Allen, Wendell, Social StudiesKennedy, Teresa, Moscow, HumanitiesKerby, Connie, Weiser, MathKetchum, Tracy, Osbum, ScienceKidd, Kimberly, Rupert, ScienceKinghom, Cindy, Pocatello, Language ArtsKnapp, Shannon, Preston, Social StudiesKoehler, Grace, Wendell, Language ArtsKoshuta, Vic, Garden Valley, ScienceKreutzer, Natalie, Moscow, HumanitiesKrueger, Sonja, Boise, Science and Social StudiesKuntz, Kathy, Hayden Lake, HealthKuntz, Michael, Boise, ScienceLagattuta, Nunzio, Emmett, HumanitiesLane, Miffy, Pocatello, Language ArtsLarracoechea, Sharon, Boise, HumanitiesLarsen, Nancy, Coeur d'Alene, Language ArtsLattimer, Penny, Lakefork, ScienceLauer, Gary, Boise, Health and HumanitiesLaughlin, Desiree, Idaho Falls, HumanitiesLaw, Mary Kay, Culdesac, ScienceLenz, Greta, Ashton, Social StudiesLewis, Eleanor, Preston, Language ArtsLien, Keith, Jerome, HumanitiesLondon, Jerri, Fairfield, Language ArtsLuckey, Angela, Pocatello, Social Studies and HumanitiesLusk, Katie, Aberdeen, Social StudiesLyons, Mike, Boise, MathMadden, Dano, Boise, HumanitiesMajor, Kris, Boise, Social StudiesMaloney, Catherine, Boise, MathMann, Steven, Parma, MathManor, Kathleen, Post Falls, Social StudiesMansell, Cathy, Boise, HumanitiesMarcel lus, Ace, Twin Falls, ScienceMartin, Linda, Kellogg, Language ArtsMartin, Marsha, Bovill, HealthMason, Debbie, Twin Falls, Social StudiesMather, Vicki, Smithfield, MathMauer, Carolyn, Boise, Social StudiesMaxey, Gale, Boise, Language Arts and HumanitiesMaxwell, Lori, Moscow, MathMayton, Gary, Lewiston, MathMcBumey, Constance, Blackfoot, HumanitiesMcCaffee, Paige, Howe, Social StudiesMcCloskey, Richard, Boise, ScienceMcCurdy, Donna, Arco, Social StudiesMcCurdy, Laruie, Boise, Social Studies and Humanities

McDonough, Kevin, American Falls, MathMc Dorman, Bill, Hai ley, HumanitiesMcMillan, Laurie, Burley, MathMcMurtry, Jerry, Moscow, HumanitiesMencke, Michelle, Wendell, Social StudiesMengal-Hoagland, Kari, Boise, HumanitiesMenta, Alene, Pocatello, Social StudiesMerrick, Karlette, Bruneau, HealthMillard, La Rae, Pocatello, HealthMiller, Heidi, McCall, HumanitiesMiller, Howard, Dietrich, HumanitiesMiller, Melonie, St. Anthony, Social StudiesMills, Jim, Idaho Falls, HumanitiesMills, Kimberly, Preston, MathMink, Nicol, Weiser, ScienceMontgomery, Tina, Twin Falls, MathMoore, Cathy, McCall, MathMorgan, Jane, Hayden Lake, HumanitiesMoriarty, Katherine, Idaho Falls, Social StudiesMorris, George, Weiser, MathMoss, Dew-Etta, Idaho Falls, ScienceMoyer, Laurie, Orofino, Social StudiesMoyer, Linda, Fruitvale, Social StudiesMullen, Richard, Coeur d'Alene, HumanitiesMurphy, Michael, Boise, Social StudiesMyers, Rita, Lewiston, HealthNeely, Hilarie, Sun Valley, HumanitiesNelson, Jennie, Moscow, Language ArtsNeuhardt, Harry, Pocatello, HumanitiesNida, Missy, Boise, Social StudiesNielson, Craig, Preston, Social StudiesOdell, Michael, Moscow, ScienceOhrtman, Dennis, Lewiston, HumanitiesOldridge, Carol, Sag le, HealthOlsen, Deanna, Post Falls, HealthOlsen, Janice, Sugar City, Social StudiesOlsen, Tricia, Meridian, MathO'Rorke, Barbara, Twin Falls, Language ArtsOwens, Grace, Pocatello, HumanitiesPack, Suzanne, Twin Falls, MathPacker, Patricia, Pocatello, Language ArtsPaige, Michelle, Salmon, HumanitiesParker, Rick, Twin Falls, SciencePav lock, Bob, Aberdeen, HealthPedersen, John, Nampa, SciencePerry, Brent, Rupert, MathPerry, Patti, Coeur d'Alene, Language ArtsPeters, Lynne, Coeur d'Alene, Language ArtsPhelan, Kathy, McCall, HumanitiesPhillips, Jr., Rick, Pocatello, SciencePiispanen, Ruth, Boise, HumanitiesPorter, Chris, Meridian, HealthPost, Belva, Notus, HumanitiesPrecht, Barbara, Meridian, Language ArtsPrinzing, Dan, Boise, Humanities

Proser, William, Coeur d'Alene, Language ArtsRamirez, Kelley, Twin Falls, HumanitiesRanells, Mary Ann, Twin Falls, all subjectsReeves, Tera, Bovill, MathRichards, Doug, Potlatch, HumanitiesRinge, Pat, Pocatello, Language ArtsRucker, Jack, Boise, Language ArtsRuff, Shelley, Post Falls, Social StudiesSanders, Decker, Mountain Home, HealthSanford, Don, Arco, Social StudiesSchreiner, Paula, Twin Falls, Language ArtsScott, Leah, Wendell, Language ArtsScott, Lynn, Boise, Social StudiesScully, Susan, Pocatello, Language ArtsSeaman, Susan, Moscow, Language ArtsSeibold, Kathy, Caldwell, Social StudiesSerwat, David, Rathdrum, Social StudiesSharp, Peggy, Idaho Falls, Language ArtsSilzly, Christine, Blackfoot, Social StudiesSimms, Robert, Boise, Social StudiesSins ley, Barb, Coeur d'Alene, Social StudiesSmith, Cherry Mae, Burley, Language ArtsSmith, Nancy, Nampa, HumanitiesSnouffer, Gamalee, Idaho Falls, Social StudiesSobotta, Jr., Bob, Lewiston, HealthSoltman, Don, Rathdrum, HealthSorensen, Jeneane, lnkom, HealthSpangler, Julie, Moscow, Language ArtsSpear, Caile, Boise, HealthStand ley, Lois, Twin Falls, MathStephensen, Mark, Eagle, Social StudiesStevenson, Nancy, Hayden Lake, ScienceStivison, Emi, Boise, MathStone, Sam, Caldwell, HumanitiesSuk, Anne, Nampa, MathSummers, Jack, Pocatello, HealthSupulver, Lisa, Pinehurst, Language ArtsSwanson, B.J., Moscow, MathTargee, Rosie, Boise, Social StudiesThomas, Mary, Boise, HealthThomason, Jackie, Meridian, MathThompson, Wendy, Moscow, Social StudiesThomsen, Jan, Shoshone, ScienceThorson, Steven, Jerome, Social StudiesTiede, Glen, Lewiston, MathTominaga, Jo Ann, Blackfoot, HumanitiesToone, Sally, Gooding, MathTorfin, Glenda, Preston, ScienceTotorica, Ted, Boise, HumanitiesTrebby, Maria, Boise, HumanitiesTyler, Susan, Aberdeen, ScienceVance, Jean, McCall, HumanitiesVenditti, Phil, Lewiston, MathVerdal, Larry, Moscow, MathVotaw, Bonnie, Clarkston, Math

Waddoups, Jerry, Preston, all subjectsWalker, Diane, Moscow, HumanitiesWare, Patricia, Boise, ScienceWame, Bonnie, South Fremont, HumanitiesWasia, Valerie, Blackfoot, HumanitiesWaters, Toni, Middleton, HealthWeaver, Donna, Lewiston, Language ArtsWeitz, Gerald, Moscow, healthWellsandt, Heather, Meridian, Language ArtsWenner, Peggy, Boise, HumanitiesWhipple, Susan, Boise, HumanitiesWhite, Pat, Boise, ScienceWhite, Scott, Pinehurst, Language ArtsWieand, Gloria, Hai ley, Social StudiesWilliams, Shelley, Eagle, Language Arts and Social

StudiesWinegar, Richard, Emmett, HumanitiesWinston, Jane, Idaho Falls, HumanitiesWinston, Mike, Shelley, ScienceWinters, Gloria, St. Anthony, Social StudiesWomack, Elaine, Franklin, MathWorden, Gail, Post Falls, MathWright, Linda, Cascade, Social StudiesYeoumans, Kris, Potlatch, HealthYost, Emilee, Pocatello, Language ArtsYoung, Robert, Pocatello, ScienceZahm, Laurie, Pocatello, HealthZarybnisky, Mary, Burley, Social StudiesZook, Charles, Coeur d'Alene, Language Arts

vi 7

TABLE OF CONTENTS

856. GLOSSARY OF HUMANITIES TERMS. 2

858. INTERDISCIPLINARY HUMANITIES -KINDERGARTEN THROUGH GRADE 3 4

866. VISUAL AND PERFORMING ARTS - KINDERGARTENTHROUGH GRADE 3, SECTIONS 867 THROUGH 872 5

875. WORLD HISTORY - HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) -KINDERGARTEN THROUGH GRADE 3. 12

883. FOREIGN LANGUAGE - KINDERGARTEN THROUGH GRADE 3, SECTIONS 884THROUGH 889 13

892. INTERDISCIPLINARY HUMANITIES - GRADES 4 THROUGH 5 15

900. VISUAL AND PERFORMING ARTS - GRADES 4 THROUGH 5,SECTIONS 901 THROUGH 906. 15

909. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT)GRADES 4 AND 5. 22

917. FOREIGN LANGUAGE - GRADES 4 AND 5, SECTIONS 918 THROUGH 923. 22

926. INTERDISCIPLINARY HUMANITIES - GRADES 6 THROUGH 8. 25


943. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) -GRADES 6 THROUGH 8. 34

951. FOREIGN LANGUAGE - GRADES 6 THROUGH 8, SECTIONS 952 THROUGH 957 34

960. INTERDISCIPLINARY HUMANITIES - GRADES 9 THROUGH 12,SECTIONS 961 THROUGH 966. 37


978. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) -GRADES 9 THROUGH 12, SECTIONS 979 THROUGH 984. 49

987. FOREIGN LANGUAGE - GRADES 9 THROUGH 12, SECTIONS 988 THROUGH 993. 53

1

856. GLOSSARY OF HUMANITIES TERMS. The following definitions apply only to Sections 856 through954 of these rules.

01. Aesthetics. A branch of philosophy that deals with issues of beauty. The questionsand ideas of aesthetics define what society considers art: the creation and response to art, the role ofart in society, and the standards for judging and interpreting the significance of art.

02. Application. The practice of using one's knowledge, techniques, and skills toproduce a product.

03. Appreciation. A sensitive awareness; in the context of the arts, a recognition ofaesthetic values.

04. Arts Criticism. A framework for considering art through description, interpretation,evaluation, theorizing, and making informed judgments.

05. Artifact. A product of civilization, such as a tool or ornament, that shows humanworkmanship or modification.06. Authentic Sources. Materials created by people living in theirculture (such as a country's newspapers, magazines, or menus).

07. Creative Expression. An imaginative response that exhibits both feeling and coreknowledge of an art form.

08. Culture/Cultures. A group that influences ways of perceiving, valuing, behaving,and believing. (Vesta Daniel Ed.D.)

09. Disciplines. Specific fields of study within the arts and humanities (visual art, music,dance, literature, philosophy).

10. Diversity. The condition of being different, inclusive of wide ethnic representation,varied viewpoints, and range of abilities.

11. Ethics/Ethical. The discipline dealing with what is good and bad and with moral dutyand obligation; behaving according to those determinations.

12. Expository Writing. Writing that is neither descriptive nor narrative and whoseprimary function is to explain and/or define.

13. Genre. A category of artistic, musical, or literary composition characterized by aparticular style, form, or content.

14. Historical/Living Culture. A culture, civilization that has existed in the past asopposed to one that is current and/or evolving.

15. Improvisational Interpretation. A performance, speaking or acting, that is deliveredwithout the use of a script.

16. Integrate. To incorporate into a larger unit.

17. Interdisciplinary Humanities. A study of two or more related disciplines within thestate-adopted list of humanities subjects.

18. Interrelationships. Mutual or reciprocal relationships of arts and humanitiesdisciplines.

2

19. Literary Work. An example of writing that possesses the qualities or characteristicsof letters, human learning, or literature.

20. Nationalism. A sense of national consciousness, placing primary emphasis on theculture and interests of a particular nation.

21. Persona. An individual's social façade or front as perceived by others.

22. Reasoned Dialogue. The process of presenting a calculated discussion of ideasthrough logical means (research, debate, analysis, judgment).

23. Replicate. To repeat or duplicate a product or process.

24. Speculate. To examine an idea or process and determine a logical outcome.

25. Structural Analysis. The act of studying how the parts of a work or product are puttogether.

26. Style. An accustomed manner or method of creating or performing as sanctioned byan accepted standard.

27. Translate. To turn into one's own or another language; to change an activity or ideafrom one form into another.

857. IDAHO HUMANITIES STANDARDS. All Idaho students have the right to develop a basicunderstanding of the humanities disciplines. In order to achieve success, a student of the humanitiesmust gain content knowledge, practice critical thinking skills, and experience personal expression.

01. Humanities. (Two (2) credits required). A course in interdisciplinary humanities,visual and performing arts, world history, or foreign language. Other courses such as literature,philosophy, architecture, comparative world religions may satisfy the humanities standards. Thecourse syllabus must be approved by the State Department of Education to assure alignment with theHumanities standards. These varied courses of study hold one concept in common: they all attemptto explain in distinctive ways what it means to be human. In addition, students literate in thehumanities: Become fully empowered to explore human worth and individual destiny. Gain tools thataid them in analyzing the claims of others and making reasoned judgments. Possess the potential toface their futures with essential strengths. More importantly, students who communicate in anotherlanguage, create a musical sound, provide a dramatic experience, value a work of art, or develop anew idea can more profoundly enjoy life.

02. Student Achievement In The Humanities. The following document offers aframework for student achievement in the humanities. Three committees of content specialists,business and minority representatives, and educational professionals helped develop the HumanitiesStandards. These people represented all regions of Idaho; they volunteered their time and expertise,and, through the process, learned much about the relatedness of the humanities. Not everyimportant idea made its way onto paper. However, the essential information remains. Variouscourses within the humanities disciplines are organized into four groups: Interdisciplinary Humanities;Visual and Performing Arts; World History; and Foreign Language.

03. Humanities Standards Not A Curriculum Guide. The Idaho Humanities Standardsoutline essential information and skills and are not intended to be read as a curriculum guide. Thestate standards set the goals for what a student in Idaho should know and be able to do in thehumanities disciplines. Local school districts will provide classroom opportunities for students toproduce measurable products that meet those standards.

3 10

04. Interdisciplinary Humanities. The interdisciplinary humanities standards are basedon the assumption that connections exist between all aspects of human behavior. Throughinterdisciplinary study, the student should acquire knowledge and skills that promote understanding ofthese connections as they exist among the disciplines of history, visual and performing arts, andforeign language.. The standards carry the presumption that the student has acquired the basicknowledge of each discipline prior to undertaking these studies.

05. Visual and Performing Arts. The Idaho Standards for Arts Education are a statementof what every Idaho student should know and be able to do in four arts disciplines music, visual art,theatre, and dance. Their scope is grades K-12, and they speak to both content and achievement.Practicing the arts disciplines is fundamental to the healthy development of children's mind and spirit,a prerequisite for one becoming a healthy and effective world citizen. For this reason, the arts cannotbe separated from the very meaning of the term "education." We know from long experience that noone can claim to be truly educated who lacks basic knowledge and skills in the arts. Arts educationbenefits the student because it cultivates the whole child, gradually building many kinds of literacywhile developing intuition, reasoning, imagination, and dexterity into unique forms of expression andcommunication. When study and competence in the arts reinforce one another, the joy of learningbecomes real, tangible, and powerful.

06. World History-Humanities (Humanities in a Historical Context). World History-Humanities exposes the student to the wide diversity of expression chronicled through historicaldevelopment. With an expanded worldview, the student now defines "self through the humanitiesthe expression of individuality and connectedness to mankind as a citizen of the world. ThroughWorld History-Humanities, the student learns how ideas, beliefs, and values have profoundlyinfluenced human actions throughout history. Religion, philosophy, art, and popular culture have allbeen central to the aspirations and achievements of all societies, and have been a mainspring ofhistorical change from earliest times. A students' exploration of this sphere of human activity, throughliterature, sacred writings and oral traditions, political treatise, drama, art, architecture, music, anddance, deepen their understandings of the human experience.

07. Foreign Language. Language and communication are at the heart of the humanexperience. The State of Idaho must equip students with linguistic and cultural skills to communicatein a culturally diverse society. It is presumed that the basic language acquisition skills (speaking,listening, reading, writing, observing) are taught in all language courses receiving humanities credit.The material below is designed to integrate the study of a foreign language with cultural contexts andcritical thinking skills.

858. INTERDISCIPLINARY HUMANITIES KINDERGARTEN THROUGH GRADE 3.Interdisciplinary Humanities standards do not apply at these grade levels.

859. -- 865. (RESERVED).

866. VISUAL AND PERFORMING ARTS KINDERGARTEN THROUGH GRADE 3, SECTIONS867 THROUGH 872.

867. HISTORICAL AND CULTURAL CONTEXTS OF VISUAL AND PERFORMING ARTSDISCIPLINES.

868. STANDARD ONE: Demonstrate an understanding of the cultural and historical contexts andinterrelationships of the arts and humanities disciplines among various cultures.

Standard Breakout - By the endof grade 3, the student will:

Content Knowledge and Skills: Samples of Applications:

01. Understand the historicaland cultural contexts of thevisual and performing arts.

a. MUSIC:1. Name the historical or

cultural background ofmusical selectionslearned.

2. Identify the country orregion of musicalselections learned.

3. Describe the role musicplays in today's society.

i. Listen to guest artists playing variousinstruments and experiment withthose sounds through the Internet orrecordings.

b. VISUAL ART:1. Recognize key

differences in art worksfrom two different timeperiods or cultures.

2. Identify the purpose of awork of art that wascreated in the past.

3. Describe the role visualarts play in today'ssociety.

i.

ii.

iii.

iv.

Look at a work of art from a specifictime period. Compare and contrastthe environment. (Winslow Homer's"Snap the Whip" What kind ofclothing did they wear? What did theyeat for lunch? What did theschoolroom look like? How did theyget to school? What was theirteacher like?)Select one or two regional culturesfor study. Create examples of artfrom those cultures using similarmedia.Compare and contrast a Mondrian,Matisse, and Cassatt painting forsimilarities and differences in color,line, shape, and message.Show and discuss videos of artcareers (architect, interior designer,sculptor, chef).

c. THEATRE:1. Identify a dramatic

presentation asbelonging to the past,present, or future.

2. Describe the roletheatre plays in today'ssociety.

i. Theatrical elements are incorporatedin general classroom instruction atthis level.

512

d. DANCE:1. Identify dances

associated withparticular places andevents.

2. Identify historical eventsor scientific discoveriesthat have influenceddance.

i.

ii.

iii.

Learn several basic dances,discussing their origins and theirrelationship to society (internationalfolk, cultural, tap, hip hop).Perform a dance about commonthemes and/or ideas and shareresponses with audience.Share where dance is seen ineveryday life.

3. Discover commonsubjects, ideas, andthemes in dances fromdifferent cultures.

4. Describe the roledance plays in today'ssociety.

02. Understand theinterrelationships amongvisual and performing artsdisciplines.

a. MUSIC:1. Identify ideas and

emotions that areexpressed throughmusic and otherdisciplines.

i. Perform or listen to music anddescribe the feeling it creates.

2. Compare a musicalselection with anotherart form that uses asimilar style.

b. VISUAL ART:1. Name ways in which

the subject of a work ofvisual art is similar toanother art form (music,dance).

2. Identify ideas andemotions that areexpressed throughvisual arts and otherdisciplines.

i.

ii.

Recreate artwork from a specifichistorical period through aestheticinvolvement of the senses(music/sounds from time period,food, videotapes, prints, books,stories).Using an abstract painting (Miro),identify the elements of art andimagine the artist's message. Shareand compare possible meanings.

c. THEATRE:1. Identify ideas and

emotions that areexpressed throughtheatre and otherdisciplines.


2. Compare a written (orvisual) story with adramatic performanceof that same story.

d. DANCE: i. Learn folk dances from various1. Compare and contrast

cultural dances andcultures, identifying regionalcharacteristics.

other art formsrepresented within aschool, community, orregion.

ii. As a class, create your own folkdance that celebrates a special event(Tinkling, Greensleeves, VirginiaReel).

2. Name common subjectsor ideas in dance andother arts of variouscultures.

3. Identify ideas andemotions that areexpressed throughdance and otherdisciplines.

869. CRITICAL THINKING IN THE VISUAL AND PERFORMING ARTS.

870. STANDARD TWO: Conduct analyses, engage in reasoned dialogue, and demonstrateinformed judgment about philosophical, aesthetic, or ethical arts issues.



01. Conduct analyses in thearts and humanitiesdisciplines.

a. MUSIC:1. Recognize and respond

to characteristics andcontent of variousmusical forms.

2. Examine music as aform of communication.

3. Use arts vocabulary todiscuss specific worksof music.

4. Relate the significanceof music to one's ownlife.

i.

ii.

iii.

iv.

Identify song form (AB, ABA) in folkmusic and perform the matchinggame.Match oral music terms withcorresponding pictures.Use body percussion to demonstrateunderstanding of vocabulary.Share examples of music from thechildhood of significant adults andcompare with one's own favoritemusic.

b. VISUAL ART:1. Recognize and respond

to characteristics andcontent of various artforms.

2. Examine the visual artsas a form ofcommunication.

3. Use arts vocabulary todiscuss specific worksof art.

i.

ii.

iii.

Observe samples of teacher'sartwork and discuss how and whythey were made (needlepoint,quilting, decorative objects,photography).Use a story (Maebelle's Suitcase) toidentify the writer's intent and createa three-dimensional textural hat witha variety of recycled materials.Using art reproductions, identify thefour steps of art criticism(description, analysis, interpretation,evaluation).

c. THEATRE:1. Recognize and respond

to characteristics ofdrama.

2. Examine drama as aform of communication.

3. Use arts vocabulary todiscuss a dramaticperformance.

i. Theatrical elements areincorporated in general classroominstruction at this level.

d. DANCE:1. Examine dance as a

means ofcommunicatingmeaning.

2. Show how the humanbody is used to expressor communicate action,idea, or experiencethrough movement.

3. Compare and contrastdance forms associatedwith specific groups ofpeople, geographicregions, or time periods.

i.

ii.

Look at dance videos representingdifferent kinds of dance (NutcrackerBallet, Beatrix Potter by RoyalBallet, Walklyndon by Pilobolus,Cirque de Soleil).View a narrative ballet and discussthe storyline.

02. Engage in reasoneddialogue about arts andhumanities issues.

a. MUSIC:1. Discuss the importance

of music in one's ownlife.

2. Draw conclusions aboutthe meaning of the term"classical music."

i. Share examples of music from thechildhood of significant adults andcompare with one's own favoritemusic.

b. VISUAL ART:1. Discuss the importance

of visual art in one'sown life.

2. Discuss how symbolscreate meaning in art.

i.ii.

Create a personal story quilt.Create a monogram that describesand expresses personal interests.

c. THEATRE:1. Discuss the role of

drama in one's own life.2. Compare and contrast

current forms of dramatoday (theatre, film,television).


d. DANCE:1. Identify dance forms

associated withparticular places orevents.

2. Locate common themesin dance (such asfriendship or family) andcreate a personalresponse to that theme.

3. Show how dance elicitsvarious interpretations.

i. Identify elements of dance afterviewing a performance.

8 BEST COPY AVAILABLE

03. Demonstrate informedjudgment aboutphilosophical, aesthetic, orethical arts issues.

a. MUSIC:1. Recognize and

verbalize emotions thatare associated withmusic.

2. Verbalize personalpreferences for aspecific work of music,using arts vocabulary.

i.

ii.

Perform or listen to music anddescribe the feeling it creates.Verbally review one's own concertperformance or that of anotherclass.

b. VISUAL ART:1. Discuss characteristics

of one's own work andthe work of others.

2. Compare one's ownresponse to a work ofart and to anotherstudent's response.

3. Show how expressionin art causes differentresponses fromviewers.

i. Generate oral peer review usingpositive, specific, and truthfulcomments about others' artwork.

c. THEATRE:1. Verbalize personal

preferences of types ofdrama (formal, informal)within society today.

2. Identify the beginning,middle, and ending ofdramatic performances.

3. Explain preferences fordifferent parts of adramatic performance.


d. DANCE:1. Develop and apply arts

vocabulary whendiscussing art forms.

2. Explain ideas thatdances can represent.

3. Suggest ways thatartists get ideas.

4. Voice personalpreferences aboutdances within aclassroom or othersetting.

i. Observe two dances and discusssimilarities and differences,costuming, speed of movement.

BEST COPY AVAILABLE

9 A. 6

871. ACQUISITION, APPLICATION, AND EXPRESSION OF SPECIFIC CONTENT KNOWLEDGEAND SKILLS IN THE VISUAL AND PERFORMING ARTS.

872. STANDARD THREE: Communicate in the humanities disciplines through acquisition,application, and creative expression.



01. Communicate in thevisual and performing arts

a. MUSIC:1. Read and perform

i. Perform a lullaby, work song, ormarch in the appropriate style.

through application ofartistic concepts,knowledge, and skills.

meter, rhythm, and pitchusing standard musicsymbols.

2. Echo short rhythms andmelodic patterns.

3. Sing on pitch, in rhythm,and with steady tempo.

4. Sing simple songs fromdifferent cultures andgenres (ostinatos,rounds).

5. Illustrate group singingand instrumental skills,in response to conductorcues.

ii.

iii.

iv.

v.

Sing, dance, play, and listen to songsand games illustrating a specificgenre (lullabies, work songs,patriotic, celebrations) and a varietyof cultures.Dance, sing, and perform folk songsin costume.While singing a familiar song,decrescendo and crescendoaccording to student direction.Listen to guest artists playing variousinstruments and experiment withthose sounds through the Internet orrecordings.

6. Identify sounds ofdifferent instrumentfamilies and voices.

b. VISUAL ART:1. Name and use different

art materials (paint, clay,paper, wood).

i.

ii.

Create a "found object" colleague ofmixed materials and identifymaterials used.Study the impressionist style of

2. Acquire and developskills necessary forunderstanding andapplying arts techniquesand processes.

3. Reproduce an existingwork respecting theintent of its originalcreator.

4. Develop and use an artsvocabulary.

iii.

iv.

Monet and create a landscape usingpastels showing color applications.Play games (Bingo, Concentration,texture bag) to introduce or reviewart elements and terms and reinforcecolor discrimination skills.Select five or six reproductions ofartworks and number in order ofpersonal preference and explainchoice made.

5. Express personalpreferences for specificworks and styles.

BEST COPY AVAILABLE

10 17

c. THEATRE:1. Use dialogue to tell

stories and recordinformation a personalcognitive level.

2. Create characters,environments, andsituations fordramatization. (Let'spretend.)

3. Vary movement, vocalpitch, tempo, and tonefor different characters.

4. Interact in imaginarysituations.

5. Choose scenery, props,costumes, and makeupfor a production.

6. Observe the visual,aural, oral, and kineticelements of drama.

7. Develop reasons forpersonal preferencesabout dramaticperformances.


d. DANCE:1. Identify and isolate

movements of bodyparts.

2. Demonstrate the

i. Use problem-solving movementactivities to explore the elements ofdance - body, energy, space, time,and form. (Show shapes in high,medium, and low levels.)

difference betweentension and relaxation instillness and motion.

ii. Perform dances, created by oneselfor another, incorporating own ideas.

3. Move without talking.4. Demonstrate how the

body can create shapes,heights, pathways, andpersonal space.

5. Imitate basic bodymovements, rhythmpatterns, and tempos.

6. Move as an individualand as part of a group.

7. Illustrate differentmovement qualities(heavy, light, strong,limp).

8. Practice appropriatewarm-up for largemuscle groups.

BEST COPY AVAILABLE

02. Communicate in thevisual and performing artsthrough creativeexpression.

a. MUSIC:1. Create a musical line

when given specificguidelines.

2. Move to the beat ofmusic in both organizedand free style.

3. Improvise "answers" togiven rhythmic and/ormelodic phrases.

4. Improvise movementthat is stylisticallyappropriate to music.

i.

ii.

Move creatively to music ofcultural/historical origin usingscarves, rhythm sticks, and/orpartners.In two groups, create movement toan AB song and combine theproducts for a final piece.

b. VISUAL ART:1. Show respect for

personal work and worksof others.

2. Create a work of artusing personalexperience and skills.

3. Experiment with differentmaterials, techniques,and processes in thevisual arts.

i.

ii.

iii.

Observe samples of teacher'sartwork and discuss how and whythey were made (needlepoint,quilting, decorative objects,photography).Using art reproductions, identify thefour steps of art criticism (description,analysis, interpretation, evaluation).Develop, design, and present acollage or poster using a variety ofmediums to create a family portrait.

c. THEATRE:1. Act in an improvisation.2. Assume roles based on

personal experiences,imagination, andreading.


d. DANCE:1. Invent multiple solutions

to movement problems.2. Use movement

vocabulary to compose adance phrase.

3. Create a movementphrase with a beginning,middle, and end.

4. Use original ideas and/orconcepts from othersources.

5. Express ideas, moods,and feelings, throughdance.

i.

ii.

iii.

iv.

Create a dance sequence usingmultiple forms (level and shape).Create and discuss a list ofappropriate audience behaviors andpractice them.Dance with confidence and berespectful while others perform.Write a poem or draw a picture andinterpret it with movement.

873. -- 874. (RESERVED).

875. WORLD HISTORY - HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) -

KINDERGARTEN THROUGH GRADE 3.World History standards do not apply at these grade levels.

876. -- 882. (RESERVED).

19

883. FOREIGN LANGUAGE KINDERGARTEN THROUGH GRADE 3, SECTIONS 884THROUGH 889.

884. HISTORICAL AND CULTURAL CONTEXTS OF FOREIGN LANGUAGE STUDY.




01. Understand the historicalcontexts of languagestudy.

a. Identify historical eventsrelated to the language(s)being studied.

i.

ii.

Recite poems or sing songs relatedto cultural celebrations or historicalevents.Dramatize a cultural celebration orhistorical event.

b. Identify expressions usedhistorically and idiomatically.

02. Understand theinterrelationships betweenlanguage study and thearts and humanitiesdisciplines.

a. Identify basic cultural andtraditional relationshipswithin the target language.

i.

ii.

View slides, videos, pictures, orwebsites of a targeted culture to finddifferences and similarities withone's own community.Prepare, taste, and describe foodfrom a culture being studied.

b. Examine the use of thetarget language in the artsand humanities disciplines.

i.

ii.

Listen to and/or replicate thepronunciation from songs or poems.View, learn, and perform a folkdance.

03. Understand theinterrelationships betweencultures and the languageof those cultures.

a. Recognize regionaldifferences within thelanguage and culture(s)being studied.

i. Observe and locate a country and/orarea(s) being studied on a globe ormap.

b. Identify cultural beliefs ofpeople in the targetlanguage.

c. Recognize contributions ofnative e cultures to thetarget language beingstudied.

886. CRITICAL THINKING IN FOREIGN LANGUAGE STUDY.

887. STANDARD TWO: Conduct structural analyses, engage in reasoned dialogue, anddemonstrate informed judgment about philosophical, aesthetic, or ethical arts issues.



01. Conduct analyses oflanguage.

a. Identify ways one languageinfluences another.

i. Create an ongoing list of cognatesand borrowed words from otherlanguages.

b. Identify differences andsimilarities between Englishand the target language.

02. Engage in reasoneddialogue about language.

a. Compare and contrast thelocal culture(s) with theone(s) being studied, usingauthentic sources.

i.

ii.

View a media clip (magazine,newspaper, cartoon, comic strip,video, music) and identify culturalelements.Compare and contrast meals fromvarious countries to identify culturaltastes and preferences.

b. Connect the language of theculture(s) being studied toother disciplines across thecurriculum.

i.

ii.

iii.

Design a game (memory, tic tac toe)utilizing vocabulary from the targetlanguage.Compare and contrast currency fromone's own culture and the culturebeing studied.Examine and compare thedifferences in weather occurring inone's country with that of the countrybeing studied.

03. Demonstrate informedjudgment aboutphilosophical, aesthetic,or ethical arts issues.

a. Evaluate a cultural conceptor idea within the languageof study.

i. Recognize and describe a currentevent within the culture beingstudied.

888. ACQUISITION, APPLICATION, AND EXPRESSION OF SPECIFIC CONTENT KNOWLEDGEAND SKILLS IN FOREIGN LANGUAGE STUDY.




01. Understand conceptsessential to foreignlanguage study.

a. Recognize nonverbal cuesand body languagetypically used in a targetculture.

b. Recognize common phrasegroupings and voiceinflections.

c. Recognize the conventionsand styles of languageappropriate to different agesand social groups.

d. Recognize that an idea maybe expressed in multipleways in the target language.

02. Communicate in thehumanities disciplinesthrough application oflanguage skills.

a. Engage in dialogue usingvocabulary and structures ineveryday situations.

i.ii.

iii.

Illustrate a short story.Perform a dialogue, song, or storyusing everyday situations.Create a pattern story in the targetlanguage.

03. Communicate in languagestudy through creativeexpression.

a. Express preferences,desires, and feelings in thelanguage being studied.

i.ii.

Introduce oneself to the class.Write and illustrate a book describingoneself.

890. -- 891. (RESERVED).

892. INTERDISCIPLINARY HUMANITIES GRADES 4 THROUGH 5.Interdisciplinary Humanities standards do not apply at these grade levels.

893. -- 899. (RESERVED).

900. VISUAL AND PERFORMING ARTS GRADES 4 THROUGH 5, SECTIONS 901 THROUGH906.





01. Understand the historicaland cultural contexts ofvisual and performingarts.

a. MUSIC:1. Identify by genre or style

music from variouscultures.

2. Identify characteristics ofmusic from two differenthistorical periods.

3. Identify specificcompositions asbelonging to a particularera in music history.

i. Plan, create, and reenact anUnderground Railroad scenario anddiscover the meaning of secretcodes in spirituals.

b. VISUAL ART:1. Compare and contrast

specific works of art fromtwo different timeperiods.

2. Show how a specificwork of art reflectsevents in history.

3. Compare works of artthat represent twodifferent cultures thatexisted during the sameperiod of history.

4. Identify specific works asbelonging to a particularera in art history.

ii.

Compare and contrast prehistoricand contemporary Native Americanart using multimedia resources.Examine works of Jacob Lawrenceand Faith Ringgold and create awork of art that illustrates an aspectof black history.

c. THEATRE:1. Translate a specific

historical event into adramatic presentation.

2. Create stage props andscenery that convey thehistorical accuracy in adramatic reenactment.

3. Improvise historicalfigures and dialoguetypical of that person'sculture.


15 22

d. DANCE:1. Research dance forms

that have evolved duringparticular periods ofhistory.

2. Explain how a dancefrom a specific culture ortime period reflectsvalues of its society.

i.

ii.

View dances from different culturesor time periods and identify thesimilarities/differences.Describe feeling through journals,pictures, or poetry while learningdifferent cultural dances.


a. MUSIC:1. Identify music and art (or

dance or drama) thathas evolved from asimilar ethnic,geographical, orhistorical origin.

2. Classify ways in whichthe elements of musicand other art disciplinesof a specific time periodare similar.

i.

ii.

Create a cultural celebration suchas a drumming event using rhythm,movement, or song.While listening to representativeselections, draw four designs of oneobject each reflecting a differentmusical style (busy baroque, simpleclassical, dramatic romantic,explosive 20th Century).

b. VISUAL ART:1. Classify the ways in

which ideas and subjectmatter of humanitiesdisciplines areinterrelated.

2. Describe how elementsof various arts depictideas and emotions.

3. Observe and describethe presence of thevisual arts in today'ssociety.

i.

ii.

iii.

Listen to a piece of classical musicand illustrate with color the soundsheard.Describe and compare Kandinsky'suse of line and color in two of hisartworks.Within a school setting, identifyobjects and determine the variousdesigners required to produce thatenvironment.

c. THEATRE:1. Identify the use of visual

art, music, andmovement in theatricalpresentations.

2. Describe the relationshipbetween reality andfantasy in drama andother art forms.


d. DANCE:1. Compare and contrast

dance and other artforms associated withspecific groups ofpeople, geographicregions, or time periods.

2. List ways in which artforms (including dance)have been transmittedfrom one generation toanother.

i.

ii.

Physically explore how dance issimilar to other forms of humanmovement (sports, work, everydaygestures).Learn recreational and concertdance forms and discuss theircontext both musically andphysically (American social andsquare dance, jazz, musicaltheatre).



Standard Breakout- By the endof grade 5, the student will:



a. MUSIC:1. Recognize and respond

to specific elements ofmusic (pitch, rhythm,timbre, diction, posture,tempo).

2. Describe music as aform of communication.

3. Use music vocabulary todiscuss specificcompositions.

b. VISUAL ART:1. Recognize differences

between art materials,techniques, andprocesses.

2. Use arts vocabulary toexperience and discussa variety of art works.

3. Discuss how people'sexperiences caninfluence and developspecific art works.

i.

ii.

Research to compare and contrastartistic expression in past andpresent clothing from local regions.After a class discussion using artreproductions, identify the four stepsof art criticism (description, analysis,interpretation, evaluation).

c. THEATRE:1. Compare the relationship

between theatre andpopular notions aboutentertainment.

2. Discuss film andtelevision as effective orineffective ways tocommunicate meaning.


d. DANCE:1. Examine how dance

creates andcommunicates meaning.

2. Speculate how differentartistic choices canchange the meaning of adance.

i.

ii.

Create and perform a dance basedon a known work, reflecting theoriginal intent of the creator (tap likeFred Astaire).Discuss how using costumes fromthe 20th Century could change themeaning of The Nutcracker Ballet.


a. MUSIC:1. Discuss the importance

of music in our society.2. Discuss the differences

between professionaland amateur musicians.

i.

ii.

Invite guest artist(s) to perform anddiscuss their music and careers.Read a biography about a musicianand give a presentation in costume.

17 2 4

b. VISUAL ART:1. Discuss how art works

can elicit differentresponses.

2. Explain the differencebetween the visualcharacteristics and thepurpose of a specificwork of art (beautyversus meaning).

i. Using the four steps of art criticism,evaluate Native American art worksfor meaning.

c. THEATRE:1. Examine how theatre

reveals universalthemes.

2. Explain how facialexpression and bodylanguage revealmeaning.



reveals universalthemes.

2. Identify ways in whichthe principles of otherdisciplines (like math orscience) relate tomovement and dance.

i.

ii.

Identify dances that illustrate thetheme of good and evil (The WhiteSwan, Sleeping Beauty).Use movement to explore theconcepts of the solar system.


a. MUSIC:1. Justify personal

preferences based onphilosophical, aesthetic,or ethical arts issues.

2. Identify and debatecopyright issues inmusic.

3. Express personalpreferences for musicalselection, usingappropriate artsvocabulary.

b. VISUAL ART:1. Identify and evaluate

characteristics of one'sown work and works ofothers.

2. Explain how elements ofcomposition and/ororganization causedifferent responses.

3. Describe how differentmedia communicatemeaning in the visualarts.

4. Discuss copyright issuesin visual arts.

i.

ii.

iii.

Generate oral peer review, usingpositive, specific, and truthfulcomments about others' artwork.Select five different artworks anddescribe emotional responses tocolor, line, shape, and textures used.Conduct a group discussion aboutcopyright laws, ethics, andplagiarism.

18 25

c. THEATRE:1. Evaluate one's

performance of a sceneand the performances ofothers.

2. Explain how lighting,sets, and costumes cancreate meaning in adramatic performance.



i. Examine copyright law as it pertainsto dance.

contains characteristicsand merits that guideassessment of one's

ii. Develop a list of appropriateaudience behavior and practice;discuss inappropriate behavior.

works and works ofothers.

iii. Be supportive and constructive indiscussing dances.

2. Discuss the process andeffort involved indeveloping an idea into adance work.

3. Explain how a dancemay elicit interpretationsdifferent from thoseintended by the dancer.




Content Knowledge and Skills: Samples of Applications

01. Communicate in the a. MUSIC: i. Play or create games (bingo, trivia)visual and performing arts 1. Sing in harmony using incorporating musical symbols andthrough application ofartistic concepts,knowledge, and skills.

simple ostinatos, partnersongs, descants, andcanons.

terms.

2. Use a variety of soundsources (classroominstruments, electronicand natural sounds) tocompose/arrange.

3. Perform independentinstrumental parts whileother students sing orplay contrasting parts.

4. Improvise simplerhythmic and/or melodicaccompaniments.

5. Read, notate, andperform meter, rhythm,pitch, dynamics, andtempo using standardmusic symbols.

6. Identify symbols,traditional terms, andnotations in music.

192 6

7. Identify specificinstruments in arecording or liveperformance.

b. VISUAL ART:1. Show differences

between art materials,techniques, andprocesses.

2. Demonstrate howdifferent media,techniques, andprocesses are used tocommunicate ideas.

3. Show differences amongvisual characteristics andpurposes of art.

4. Demonstrate howcomposition, expression,and organization of artcause differentresponses.

5. Compare ways in whichsubject matter, symbols,and ideas are used tocommunicate meaning.

i.

ii.

iii.

Design a poster using cut paper,pastels, and crayons to illustratepatriotism.Group various art reproductionsaccording to the use of color, texture,and line.Create a logo that expressespersonal interests.

c. THEATRE:1. Improvise dialogue to tell

stories and recordinformation at a personalcognitive level.

2. Create characters,environments, andsituations fordramatization.

3. Vary movements, vocalpitch, tempo, and tonefor different characters.


4. Select and organizematerials that suggestscenery, properties,lighting, sound,costumes, and makeup.

5. Use visual elements(space, color, line,shape, texture) tocommunicate place andmood.

d. DANCE:1. Perform given movement

sequences thatemphasize weight shifts,lateral movement,elevation, and landing(aerial steps).

2. Perform movementsequences that highlightbalance and control.

i.

ii.

Demonstrate movement complexityby combining the elements of dance.(Show level and shape changeswhile moving in a specific pathway).Perform two dances that illustratesimilarities/differences in terms ofone dance element (space, time,energy, body action).

3. Memorize and performset patterns ofmovement.

4. Replicate a movementsequence from onetheatrical (concert) andone recreational dancegenre.

5. Move various body partssimultaneously.

6. Recreate a rhythmicpattern in movement.

7. Identify components oftime, space, and energyelements.

8. Illustrate the correct waydancers warm up,stretch, and strengthentheir bodies.

9. Identify and executemovement in the threedimensions (vertical,horizontal, sagittal).


a. MUSIC:1. Sing in a musical group,

while blending vocalquality, matchingdynamic levels, andresponding to cues of aconductor.

i.

ii.

Experience a "musical petting zoo"using a variety of instruments.Use appropriate singing voice in folksongs, rounds, and other literature.

2. Create/arrange musicwithin specifiedguidelines (style, form,instrumentation).

3. Play rhythmic, melodic,and harmonic classroominstruments expressively.

b. VISUAL ART:1. Interpret/perform a work

respecting the intent ofits creator.

2. Create a work of artusing personalexperience and skills.

3. Identify and demonstrateappropriate behaviorwhen attending and/orparticipating in artsevents.

4. Show respect forpersonal work and worksof others.

i.

ii.

iii.

iv.

v.

Create a scientific drawing of aflower.Illustrate a scene of a trip to the zooor farm.Attend a local art exhibit andparticipate in a classroom discussionof art gallery etiquette.Recognize the strengths of peer artwork and write a positive sentencedescribing their art.As a class participate in a schoolsponsored art contest and predict theoutcome based on contest rules.

5. Describe how humanexperience influencesthe development ofspecific artworks.

6. Predict how specificartworks can elicitdifferent responses.

21

c. THEATRE:1. Plan and interact in

improvisations.2. Justify reasons for

personal preferenceconcerning dramaticperformances.

3. Construct and/or applyscenery, properties,costumes, and makeupfor a dramaticperformance.


d. DANCE:1. Use the elements of

i. Create a dance that communicates atopic of personal significance.

dance to abstract a literalgesture.

2. Initiate spontaneousmovement to differentstimuli.

ii. Present and discuss one's own workusing a prop located in theclassroom.

3. Use contrasts insymmetry andasymmetry.

4. Develop ideascooperatively with apartner.

5. Use props to extendmovement ideas.

6. Imitate steps from twodifferent dance genres(ballet, tap, folk).

7. Respond physically to avariety of movementimages.

907. -- 908. (RESERVED).

909. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) - GRADES 4AND 5.World History standards do not apply at these grade levels.

910. -- 916. (RESERVED).

917. FOREIGN LANGUAGE GRADES 4 AND 5, SECTIONS 918 THROUGH 923.







i.

ii.

iii.

Research, create, and display avisual presentation of a cultural orhistorical event.Illustrate or construct a historicalstructure or community (church,castle, monument, neighborhood).Dramatize a cultural celebration orhistorical event.

22


02. Understand theinterrelationships betweenlanguage study and thearts and humanitiesdisciplines.

a. Identify basic cultural andtraditional relationships withinthe target language.

i.

ii.

Develop, design, and present acollage or poster illustratingsimilarities and differences of culturalcelebrations.Interview a native speaker orsomeone who has experiencedanother culture.

b. Examine the use of the targetlanguage in the arts andhumanities disciplines.




c. Identify patterns andbehaviors and theirinteraction in various settingsin the target language.

d. Recognize contributions ofnative cultures to the targetlanguage being studied.






a. Identify and comparediversity within the culture(s)being studied, usingauthentic sources.

i.

ii.

iii.

View a film and list, group, and/orclassify cultural elements.Research and report on a currentevent within a culture, listing, anddiscussing the findings.Create menus from various countriesto identify cultural tastes andpreferences.

b. Identify ways one languageinfluences another.

i.

ii.

Create an ongoing list of cognatesand borrowed words from otherlanguages.Create a visual display thatcompares commonly usedexpressions (idioms) in the nativelanguage and the language beingstudied.

23 30

c. Connect the language of theculture(s) being studied toother disciplines across thecurriculum.

i. Role-play a journalistic reportdescribing current events, weatheror sports in a specific country.

ii. Plan a trip to a specific country.Calculate the cost of transportation,lodging, and food, using a currentmonetary exchange table.





a. Evaluate a cultural conceptor idea within the language ofstudy.

b. Critique a musical or visualperformance representativeof the targeted culture.






a. Recognize nonverbal cuesand body language typicallyused in a target culture.

b. Recognize common phrasegroupings and voiceinflections.


d. Recognize that an idea maybe expressed in multipleways in the target language.



i.

ii.

iii.iv.

Create and illustrate a story in thetarget language.Write a letter or e-mail to a pen palin a foreign country.Read a recipe and follow directions.Create and perform a dialogue orplay.

b. Create communityawareness of a culturethrough a foreign language.

i.

ii.

iii.

iv.

Create an advertisement for a localbusiness.Present a theatrical performancefor the community.Create an international culturalevent.Read stories, sing songs, or recitepoems to other students andcommunity members.



i.

ii.

iii.

iv.

Produce a video introducing one'sself.Conduct an interview and reportfindings to the class.Create and/or perform a song orpoem that expresses a preference ordesire.Create an original representationstyled after a famous artistic workfrom the culture(s) being studied.

924. -- 925. (RESERVED).

926. INTERDISCIPLINARY HUMANITIES GRADES 6 THROUGH 8.Interdisciplinary Humanities standards do not apply at these grade levels.

927. -- 933. (RESERVED).






01. Understand the historicaland cultural contexts ofthe visual and performingarts.

a. MUSIC:1. Investigate the

relationship of acountry's traditions andits music.

2. Explain the influence ofhistorical events uponthe development ofmusic.

i.

ii.

Experience local and nationalholidays (Cinco de Mayo, Veteran'sDay, Black History Month) throughmusical participation.Sing songs, play pieces, listen toexamples, and move to music froma variety of styles and cultures.

25 3 2

b. VISUAL ART:1. Explain the influence of

historical events uponthe development ofartistic styles(modernism, cubism,impressionism).

2. Draw connectionsbetween recognizabletraits or characteristics ofartists sharing acommon country orregional style.

i.

ii.

In cooperative learning groups,compare and contrast Impressionistand Minimal Art styles usingmultimedia resources.Create a sculpture honoring ahistorical figure and include anaccompanying backgroundnarrative.

c. THEATRE:1. Explain the origins of

Greek theatre and itsimpact upon modemsociety and culture.

2. Discuss varioushistorical changes anddevelopments in thetheatre and stage.

i.

ii.

iii.

Interpret and perform a poem ofcultural significance.Create a Greek mask for a well-known short story or poem thatwould demonstrate knowledge of theGreek conventions.Create a poster or collage thatdemonstrates the differences and/orsimilarities of theatre throughouthistory.

d. DANCE:1. Investigate dance

traditions andconventions of theUnited States andcompare them withtraditions andconventions of othercountries, cultures, andgeographic locations.

2. Examine the influence ofhistorical events on thedevelopment of dance.

i.

ii.

Learn dances from a culture in yourcommunity that expresses a local ornational holiday and discuss theircontext.Compare and discuss two dancesfrom two different cultures thatrepresent similar holidaycelebrations (Christmas,Independence Day, harvest time).


a. MUSIC:1. Document factors

influencing art formsthroughout history.

2. Compare a musical stylewith another art formsharing a similar style ormovement.

i. Listen to and identify characteristicsof different vocal styles (operatic,Appalachian folk, American Indian,Japanese, Bulgarian, African).

b. VISUAL ART:1. Document factors


2. Compare an art style,movement, or theory thatshares characteristicswith another art form.

i. Identify the purpose of body art inEgyptian, African, and East Indiancultures and create a mask utilizingsymbols representative of thesecultures.

26 3 3

c. THEATRE:1. Document factors


2. Compare the bare,simple approach ofmodem theatre withanother modern art form.

i.

ii.

iii.

Given a play, determine the role ofdramatic terminology (people,places, problems, objective, etc.).Hypothesizing that the theatrereflects the values of the culture asthey are, or as they should be,choose a play and explain thevalues of that culture and itsinfluences on today's society.Compare two different genres ofplays and how they influenced otherhumanities as well as the opposite,how other humanities influenced thetheatre.

d. DANCE: i. Create a timeline from the Industrial1. Document factors


2. Compare and contrasttraditional and modem

Period through the earlyTechnological Period that pinpointsspecific relationships betweenchanging dance styles and historicevents.

ballet and find acounterpart with anotherart form sharingtraditional and modemforms.

ii. Compare orally and/or in writing therole of dance in two differentcultures or time periods (ballet in the19th Century and jazz in the 20thCentury).






a. MUSIC:1. Compare and contrast

characteristics andcontent of variousmusical forms.

2. Examine music as ameans ofcommunication.

3. Use music vocabulary todiscuss works of music.

i.

ii.

iii.

iv.

v.

Interview people for whom music isa career (conductor, disc jockey,sound engineer, piano tuner) or anavocation (community orchestramember, local country bandmember, church musician).Create a list of the ways in whichmusic is used in our everyday lives.Prepare a program reflecting aspecific theme.Create an eight bar compositioncommunicating an idea of choice.Individually or collaboratively writeprogram notes for an upcomingstudent performance.

27 34

b. VISUAL ART:1. Recognize and respond

to characteristics andcontent of various art

i. In teams, view art by rotating tovarious stations, utilizing the foursteps of art criticism to make apresentation.

forms.2. Investigate and evaluate

the visual arts as a wayto create andcommunicate meaning.

ii. Design a futuristic dwelling based onhistorical architectural structures(Roman arches, post and lintelconstructions, Egyptian pyramids,flying buttresses, classical columns).

3. Analyze the visual artsof different cultures andtime periods andcompare to one's ownculture.

iii. Group various art reproductionsaccording to the dominant elementsand principles of design.

4. Interpret a variety of artworks using artsvocabulary.

c. THEATRE:1. Investigate and evaluate

theatre as a way to

i. Given a play, determine the role ofdramatic terminology (people,places, problems, objective, etc.).

create and communicatemeaning.

2. Compare theatre of

ii. Perform two contrasting selections,one classical and one modem, andjustify your choices.

different cultures andtime periods tocontemporary theatre.

iii. Using the same play construct ascenic design, lighting plot, costumeplot, prop, and list.

3. Assess one'sinterpretation of adramatic scene withinterpretations of others.

4. Explain how dramaticelements (lighting,properties, scenery) cancontribute to themeaning of a dramaticwork.

d. DANCE:1. Communicate

information about anidea or event through

i. Prepare/create a dance that dealswith subject matter relevant toschool life/activities (sports, work,leisure time, personal, social issues)

dance.2. Discuss various

responses andinterpretations of adance performance.

ii. View dance performances that haveboth movement and a set design.Using dance vocabulary, discusshow sets enhance or detract fromthe overall performances.

3. Explain how lighting,music, and costumingcan contribute to the

iii. Write a list of questions one wouldask when considering movementchoices made by a choreographer.

meaning of a dance.4. Explain the role of dance

iv. Isolate and perform compositionalthemes of a concert selection.

in different time periods. v.

vi.

vii.

vii.

Attend a local concert and write acritique of the performance.Compare and contrast baroque andjazz improvisational techniques.Describe at least one quality thatcontributes to the success of aclassmate's performance.Create a list of critique questionsthat one would use to observedance.

28 35


a. MUSIC:1. Defend one's personal

preferences in music.2. Describe the

significance of music incontemporary society.

3. Explain the role of musicas entertainment today.

i. Develop and defend a position onfreedom of speech (lyrics) orcopyright issues.

b. VISUAL ART:1. Assess the

characteristics ofpersonal work and thework of others.

2. Investigate the variouspurposes art plays insociety today (beauty,commercial, personalexpression).

i. Using a rubric, recognize thestrengths in peers' work, and then,assess the strengths andweaknesses of one's own work.

c. THEATRE:1. Explain the place of role-

playing in contemporarysociety.

2. Describe the concept ofthe hero in real life, intheatrical presentations,and in film.

i.

ii.

iii.

iv.

Write an autobiography as a meansof introduction to classmates. Thataddress the following question:Who are you in relation to otherpeople in the world (family, friends,neighbors, culture, state, nation,etc.)?Repeat above for a fictionalcharacter from a play or film.After reading Shakespeare'sHamlet, write an argument thatexplains the lead character as ahero. Then write an argumentdescribing Hamlet as lacking heroicqualities. Compare Hamlet's heroicdilemma with a contemporary rulerin the American society (Nixon,Clinton).


reveals universalconcepts and themes.

2. Compare how variousdance forms expressdifferent ideas (classicalballet/traditional lovestories or modern ballet/free movement).

3. Examine the role ofdance in holidays andtraditional celebrations.

4. Select an abstract ideaand find examples ofvarious works of art thatrepresent this concept.

i.

ii.

iii.

Research information about theunions that govern dancers andchoreographers.Read a classic story, identify atheme in it (tolerance, prejudice),and create a movement study orscenario.Examine and discuss how danceplays an important role in holidaycelebrations.

29


a. MUSIC:1. Express personal

preferences for aspecific work usingappropriate artsvocabulary.

2. Critique a work based ongiven criteria.

3. Justify personalpreferences based onknowledge of music.

4. Debate copyright issuesin music.

i.

ii.

iii.

iv.

v.

Analyze a recorded in-classperformance using establishedcriteria.Isolate and perform compositionalthemes of a concert selection.Attend a local concert and write acritique of the performance.Compare and contrast Baroque andjazz improvisational techniques.Describe at least one quality thatcontributes to the success of aclassmate's performance.

b. VISUAL ART:1. Justify one's personal

preferences based onknowledge of theelements of art.

2. Describe the differencebetween an artisticwork's purpose and itsvisual presentation.

i.

ii.

Select ten favorite famous artworksand describe images using terms ofelements of art.Group various art reproductionsaccording to the dominant elementsand principles of design.

c. THEATRE:1. Defend one's personal

preferences for parts ofa dramatic work.

2. Discuss drama as astudy of humancharacter andpersonality.

3. Use theatricalvocabulary to assess adramatic performance.

i.

ii.

iii.

Select a cutting for a monologueand write an introduction thatexplains the significance of thescene.Using Stanilawski's rules as astarting place and reading, RichardBoleslawski' Acting: Six Lessonsand the works of Lee Strasberg,begin the creation of a character.View a dramatic performance andwrite a critique of it, usingappropriate theatrical vocabulary.


contains characteristicsand merits on which toassess one's work andthe work of others.

2. Use appropriatevocabulary whenanalyzing a danceperformance.

3. Identify criteria forevaluating dance (skillsof dancers, originality,visual and/or emotionalimpact, variety andcontrast).

i.

ii.

Examine different dance costumesfrom various world cultures anddiscuss their similarities anddifferences.Attend a dance performance aftercomposing a list of appropriate andinappropriate behaviors. Discussaudience involvement and behaviorsafter attending the performance.



30 37



01. Communicate in thevisual and performing artsthrough application ofartistic concepts,knowledge, and skills.

a. MUSIC:1. Sing or play with good

breath control,expression, andtechnical accuracy.

2. Demonstrate appropriateensemble skills.

3. Improvise simplemelodic phrases.

4. Implement elements ofmusic composition (unityand variety, tension andrelease, balance,acoustic and electronicsound sources).

i.

ii.

iii.

iv.

Accurately sight read simple piecesfrom varying cultures of music(African drumming, chance music,folk songs).Accurately perform scales,(pentatonic, diatonic, chromatic).Perform your instrument's part in aband piece for the instructor,following notation accurately.Using a challenging choir selection,illustrate an accurate performance ofmeter, beating out a difficult sectionof meter for the class.

5. Read and notate music(time and keysignatures, note values,standard notationsymbols for pitch,duration, dynamics,articulation, expression).

6. Define basic principlesof meter, rhythm,tonality, intervals, andchords.

b. VISUAL ART:1. Describe factors that

make a specific artmedia, technique, orprocess effective incommunicating an idea.

2. Illustrate how visualstructures (line, color,shape, repetition,rhythm, balance) andfunctions of art improvecommunication of one'sideas.

3. Use visual, spatial, andtemporal concepts tocommunicate meaning ina work of art.

i.

ii.

iii.

iv.

Following an introductory lesson onelements of design, students willwork in groups to label specificelements in a variety of art prints.Create a functional ceramic piece,combining coil and slab constructiontechniques.Design a futuristic dwelling based onhistorical architectural structures(Roman arches, post and lintelconstructions, Egyptian pyramids,flying buttresses, classical columns).Create an expressive painting basedon an emotional label" that israndomly selected.

4. Use different media,techniques, andprocesses tocommunicate an idea orto tell a story.

c. THEATRE:1. Describe factors that

make a specific artmedia, technique, orprocess effective incommunicating an idea.

2. Illustrate how visualstructures (line, color,shape, repetition,rhythm, balance) andfunctions of art improve

i.

ii.

Begin a study of post Renaissancepaintings and its significant impacton theatre settings.Choose a well-known play (Waitingfor Godot, Star Spangled Girl,Goldilocks, The Three Bears) anddesign a non-traditional setting forthe play that creates a positiveinfluence for the play, that is still trueto the playwright's intent but willforce the actors and director's into

communication of one'sideas.

3. Use visual, spatial, andtemporal concepts tocommunicate meaning intheatre.

4. Use nonverbal theatre(mime) to communicatean idea or tell a story.

iii.

iv.

making non-traditional choices.Choose a scene from a play that isvery heavily based on the language(anything from Shakespeare forexample) and mime the scene sothat the audience will stillunderstand the communication.View the works of Da li, Van Gogh,

and Picasso and write a short sceneinspired by a specific work of visualart and perform it in class.

d. DANCE:1. Design an effective

personal warm-up.2. Choreograph correct

strengthening andstretching sequencesthat include all the largemuscle groups.

i.

ii.

Expand a movement phrase bychanging tempo and accent whilereplicating the same spatial pattern.Perform or create an improvisationalwork utilizing a specificorganizational form (ABA, Canon,ABC).

3. Isolate the movement inmajor body parts.

4. Illustrate muscularinvolvement that resultsin movement qualities(heavy, delicate, limp,powerful).

5. Identify and usecorrectly the largemuscle groups incoordinated ways.

6. Maintain both stationaryand moving alignment,balance, and control.

7. Identify and execute off-center movementphrases.

8. Identify and executemovement in the threeplanes (vertical/frontal,sagittal, horizontal).

9. Create and follow a floorpattern.

10. Select and/or makecostumes that supportthe intent of a dance.


a. MUSIC:1. Compose music within

i. Prepare a program reflecting aspecific theme.

through creativeexpression.

specific guidelines (ABAform, limited range,simple rhythms).

2. Use a variety oftraditional andnontraditional soundsources and electronicmedia when composingmusic.

3. Perform a work of musicconsidering the intent ofits creator.

ii.

iii.

iv.

v.

Create an eight bar compositioncommunicating an idea of choice.Research and present a stylisticallyauthentic performance of a piecefrom the Baroque period.Compose or arrange music toaccompany a public serviceannouncement about acontemporary issue.Critique the response of theaudience and its appropriateness tothe performance.

4. Demonstrate appropriatebehavior while attendingand/or participating inarts events.

b. VISUAL ART:1. Perform or create a work

considering the intent ofits creator.

2. Create a work of art thatexpresses personalunderstanding, opinions,and beliefs usingknowledge of the arts.

3. Demonstrate appropriatebehavior while attendingand/or participating inarts events.


i.

ii.

iii.

iv.

Create a CD cover for your favoritemusic group.Create an illustration for a children'sbook based on the Caldecott Awardcriteria.Discuss what students feel isappropriate behavior at public artsevents and design a poster to informothers.Discuss the effects of graffiti andvandalism of art.

c. THEATRE:1. Perform or create a work

considering the intent ofits creator.

2. Create a work of art thatexpresses personalunderstanding, opinions,and beliefs usingknowledge of the arts.

3. Plan visual and auralelements and directimprovised and scriptedscenes.

4. Demonstrate appropriatebehavior while attendingand/or participating intheatrical events.


i.

ii.

iii.

Choose a play, purchase the scripts,pay the royalties and perform it forthe school patrons, teachers, andstudents. Preface eachperformance with a short lesson onappropriate audience behavior.Perform one of the plays that aretaught in the Language ArtsDepartment each year.Attend a school play and observereactions of the audience; write asummary of your response to theplay in comparison to otherresponses you observed.

d. DANCE:1. Perform two contrasting

dance styles (hip hop,lyrical jazz) within asingle genre.

2. Perform two out of thethree recreational forms(intemational folk,square, social).

3. Replicate a very fastdance (allegro vivace,presto).

4. Choreograph a duetdemonstrating anunderstanding ofchoreographic principles.

5. Create a round or canonform for a group ofdancers to perform.

i.

ii.

iii.

Identify careers in dance. Interviewsomeone in your community thatworks in the dance field (performers,educators, journalists, researchers,lighting/costume, set designers).Perform a jazz dance in the style ofBob Fosse after observing videosfrom musicals he choreographed.Create a dance that expressesoneself. Share one's thought withpeers as to the choices made inchoreography.

33 40

6. Memorize, practice,refine, and perform adance created bysomeone else.

941. -- 942. (RESERVED).

943. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) GRADES 6THROUGH 8.World History standards do not apply at these grade levels.

944. -- 950. (RESERVED).

951. FOREIGN LANGUAGE GRADES 6 THROUGH 8, SECTIONS 952 THROUGH 957.








i. Perform a dialogue and/or skit usingidiomatic expressions of thelanguage being studied.

02. Understand theinterrelationships oflanguage study within thearts and humanitiesdisciplines.


i. Listen to and/or replicate thepronunciation from a song of theculture being studied.

b. Examine the use of thetarget language in the artsand humanities disciplines.

i.

ii.

View, learn and perform a folkdance.Read and memorize a poem fromthe culture being studied.

c. Compare linguistic, cultural,and traditional relationships.

i.

ii.

iii.

Listen to and/or replicate thepronunciation from a song of theculture being studied.Invite and interview a native speakeror someone who has experiencedanother culture to your classroom.Develop and design a posterpresentation illustrating differencesand similarities of culturalcelebrations.



i. Replicate the pronunciation of asong from the culture being studied.

41


i. Research, create and display avisual representation of a culturalbelief from a country where thetarget language is spoken.

c. Identify patterns andbehaviors and theirinteraction in varioussettings in the targetlanguage.

d. Recognize and comparecontributions of nativecultures to the targetlanguage being studied.

i. Develop and design a posterpresentation illustrating differencesand similarities of culturalcelebrations.






a. Identify and comparediversity within the culture(s)being studied, usingauthentic sources.

i.

ii.

View a current media clip and list,group, and/or classify culturalelements.Investigate a current event within aculture listing and discussing thefindings.

b. Identify ways one languageinfluences another.

i.

ii.

iii.

Recognize cognates and borrowedwords from media reflections.Memorize tongue twisters in at leasttwo languages.Create posters that comparecommonly used expressions(idioms) in both the native languageand the language being studied.

c. Connect the language of theculture(s) being studied toother disciplines across thecurriculum.

i.

ii.

iii.

iv.

Role-play a report describing thecurrent events, weather, and sportsin a specific country.Plan a trip to a specific country.Using a current monetary exchangetable, calculate the cost oftransportation, lodging, and food.Report on health and environmentalconcerns in a specific country.Label a map with countries, capitals,and geographical features, (rivers,lakes, cities).



i. Examine menus from the localculture and compare them withexamples from the one beingstudied.

35 42


i.

ii.

Role-play a report describing thecurrent events, weather, and sportsin a specific country.Report on health and environmentalconcerns in a specific country.



i.

ii.

iii.

Listen to and/or replicate thepronunciations from a song of theculture being studied.View, learn, and perform a folkdance.Taste and describe food from aforeign country.

b. Critique a musical or visualperformance representativeof the targeted culture,predicting possiblephilosophical, aesthetic, orethical issues.

i. View a visual representation (video,slides, pictures) of the targetedculture and critique it.






a. Recognize nonverbal cuesand body language typicallyused in a target culture.

i.

ii.

Practice gestures used to greetand/or say good-bye to people inthe target culture.Role-play an exchange studentform the United states traveling to acountry of the target culture anduse appropriate gestures forgreeting your host family.

b. Recognize and producecommon phrase groupingsand voice inflections.

i. Memorize a dialogue and/or skitfrom the target culture.


i. Role-play the characters in arestaurant letting using dialogueappropriate to the people involved.

d. Recognize and provideexamples of how an ideamay be expressed inmultiple ways in the targetlanguage.

i. Create posters that provide multipleways to express an idea in thetarget language.



i.

ii.iii.

Write a letter or an e-mail to afriend in the foreign language.Memorize and perform a dialogue.Translate a foreign languagecommercial into English.

36 43

b. Create communityawareness of a culturethrough a foreign language.

i.

ii.

iii.

Create a poster for a communityevent.Present a musical or dramaticperformance for the community.Read aloud a story in the languageof study to children in thecommunity.



i.

ii.

iii.

Produce a video introducingoneself to a potential host family.Create and/or perform a song orpoem that expresses a preferenceor desire.Respond to a famous artistic workby creating an originalrepresentation in the same style.

958. -- 959. (RESERVED).

960. INTERDISCIPLINARY HUMANITIES GRADES 9 THROUGH 12, SECTIONS 961THROUGH 966.

961. HISTORICAL AND CULTURAL CONTEXTS OF INTERDISCIPLINARY HUMANITIES.




01. Understand the historicalcontexts of the arts andhumanities.

a. Identify, in context, eventsand people influential in thedevelopment of historicaland living cultures.

i.

ii.

iii.

iv.

v.

Construct a timeline that identifiesimportant people and events in anassigned time period.Through a multimedia approach,choose a heroic figure and evaluatethe impact he or she has had onlanguage, culture, behavior, values,and dress.Identify a historical event orinnovation, (the space race, thestock market crash, the globalavailability of the Internet, themicrochip) and give an oralpresentation explaining its impact onour culture.Perform a written dialogue betweena significant historical figure and amodem day figure.Select an individual and create adocumentary that explores how hisor her persona reflects the time.

37 4 4

b. Demonstrate the ways inwhich the arts andhumanities affect historicalevents.

i.

ii.

View a popular film about World WarII, identify conclusions about theimpact of this war (both historicallyaccurate and inaccurate) has hadupon 20th century American foreignpolicy.Identify artistic symbols (the peacesymbol, the Swastika) that havebeen used to promote a socialmovement. Illustrate the penetrationof the symbol in popular culture.

02. Understand theinterrelationships withinthe arts and humanitiesdisciplines.

a. Acquire a workingvocabulary of two or morehumanities disciplines.

i.

ii.

Select vocabulary words from onediscipline and use other disciplinesto explain and/or enhance theirmeaning.Select a vocabulary concept (shape)to compare elements of the designof art, dance, sculpture, architecture,or music.

b. Compare and contrast theproducts and processes oftwo humanities disciplines.

i. Research, record, and display stylesof music and art in a multimediapresentation.

c. Examine the relationshipbetween two or moredisciplines and the extent towhich they enhance orinfluence each other.

i. Create a diagram or graph thatincorporates shared characteristicsof two artistic styles (French/SpanishImpressionism, Asian/European inkdrawings, Native American/Africanmasks).

03. Understand theinterrelationships betweencultures and the arts andhumanities.

a. Identify the ways thestructure of an art ordiscipline mirrors thestructure and values ofsociety.

i.

ii.

Create an advertisement illustratingthe diverse styles of music/dancewithin a given culture.Using images of local publicbuildings assess the influence ofclassic architectural styles oncontemporary structural designs.

b. Assess the ways that thehumanities affect humanrelationships.

963. CRITICAL THINKING IN INTERDISCIPLINARY HUMANITIES.





a. Relate arts and humanitiesdisciplines to past, present,or future ethical issues.

i.

ii.

Identify a significant copyrightinfringement on an artistic product;facilitate a class discussion on theimplications of that violation.Select a potential area of artisticcensorship in a work of art and writea letter to the editor, eitherdefending or censoring the work, onthe basis of artistic merit.

38 ciA r

b. Compare and contrastworks or ideas from at leasttwo cultures, historicalperiods, or geographicalareas.

i.

ii.

iii.

iv.

v.

vi.

Build models of two major structuresof world religions(cathedral/mosque); develop an oralpresentation on how the buildingsreflect each philosophy.In a demonstration, show the linkbetween a regional dance and thebelief system from which itoriginated.Create an original ballad comparingthe medieval chivalry of Camelotwith Don Quixote's illusionarychivalry.Produce a multimedia presentationthat compares and contrasts thepyramids of Mexico with those ofEgypt.On two large stones, paint examplesdepicting the ancient drawings ofNative Americans and theprehistoric caves of Lascaux inFrance.Produce a multimedia presentationthat compares and contrasts the artand poetry of Japanese ZenBuddhism with the art and poetry ofPost-World War II America.


a. Analyze an artifact or ideain the context of its societalvalues.

i.

ii.

iii.

iv.

Create an artistic product anddevelop a marketing campaign for it.Visit an art exhibit, a play, a dance,or a musical performance, andcritique the experience.Playing the role of an archeologist,unveil two works of art, literature,drama, or film that reflect contrastingviews about nature, man, or deity.Create a discussion panelcomposed of famous women fromthe past and/or present; debate acurrent issue.


a. Establish a set of aestheticcriteria and apply it inevaluating one's own workand works of others.

i. Compose a musical piece in thestyle that would best reflect aselected philosophy. Conduct amock trial of a literary/historicalcharacter.

965. ACQUISITION, APPLICATION, AND EXPRESSION OF SPECIFIC CONTENT KNOWLEDGEAND SKILLS IN THE INTERDISCIPLINARY HUMANITIES.


Standard Breakout By the endof grade 12, the student will:


01. Understand conceptsessential to the arts andhumanities disciplines.

a. Define diversity within thearts and humanities.

i. Develop a festival for a largeraudience that integrates multiplehumanities disciplines from onespecific time and culture.

b. Compare and contrastcontent knowledge betweentwo humanities disciplines.

i.

ii.

Providing examples of two or moremusical/artistic styles, ask differentage groups to rank their preferencesand explain why.Select a common theme (origins,exploration, birth/death, etc.) andselect five works in two artsdisciplines that portray the theme.Compare/contrast specifictechniques, skills, and artisticelements used to produce theseworks.

02. Communicate in thehumanities disciplinesthrough application ofknowledge and skills.

a. Illustrate or document thepotential of the arts andhumanities to enhance andexpand the student'sworldview.

i.

ii.

Create a self-portrait using any ofthe disciplines.Create an original work that furthersan idea for social change andvalidate with research.

03. Communicate in thehumanities disciplinesthrough creativeexpression.

a. Express, through meansother than expository writing,an understanding andappreciation of the arts andhumanities.

i.

ii.

iii.

Produce a video advocating an artform of choice to persuade a patron(the Idaho Legislature) to fund thehumanities.Create a humanities passport thatwould require students to gain"validation stamps" in a variety ofexperiences in the arts and culturalactivities within or outside theschool.Select a literary work and interpretits meaning through another artisticmedium.

b. Express a relationshipbetween two humanities artforms showing how theycompliment one another.

i. Select an artistic work, (a poem orpiece of music), analyzing andtransforming it into differentmediums (sculpture, dramaticpresentation, dance, music, artisticdesign).

967. -- 968. (RESERVED).




40 4 7



01. Understand the historicaland cultural contexts ofthe visual and performing

a. MUSIC:1. Identify representative

musical works from a

i. Construct a musical program orportfolio in which music from variouscultures is presented and explained.

arts. variety of cultures andhistorical periods.

2. Outline the purpose andfunction of a particularform of music throughhistory.

ii. Create an audio recording thatincludes several examples ofhistorical developments in jazz as anAmerican art form (African-Americanfolk, ragtime, New Orleans, swing).

3. Compare and contrastmusical aesthetics fromdifferent culturalperspectives.

b. VISUAL ART: i. Create a series of National1. Compare and contrast

the historical, social, andenvironmental contextsthat influence artisticexpression.

2. Identify representativevisual works of art from avariety of cultures andhistorical periods.

3. Compare and contrastaesthetics (study ofbeauty, art, and taste)from different culturalperspectives.

ii.

iii.

iv.

Geographic-like covers that presentthe influence of the arts on societiesfrom pre-historic to the present andbeyond.Create an illustrated chart to displayrepresentative works from a varietyof cultures and historic periods.Compare and contrast art fromdifferent regions of the world andvarious cultural perspectives.Create art projects that illustrateknowledge of the history, function,and purpose of art in cultures.

4. Outline the history,purpose, and function ofa particular visual artform.

c. THEATRE:1. Show how theatre has a

history, purpose, andfunction in cultures.

2. Compare and contrastthe various historical andcultural contexts thatinfluence theatricalexpression.

3. Identify representativedramatic works from avariety of cultures andhistorical periods.

4. Trace the meaning of adramatic term, such as

i.

ii.

iii.

Research the costumes, socialetiquette, and furnishings of a play'stime period. In small groups,perform a scene, providing notes onthe performance's attention tohistorical detail.Pick a play like Menaechemi andshow the changes that haveoccurred to the script throughouthistory.Gather several scripts that deal withthe same conflict from a variety ofcultures and compare bothsimilarities and cultural differences inthe scripts.

"tragedy," "comedy," or"protagonist" throughhistory.

5. Illustrate anunderstanding of culturaland historicalperspectives required bya specific text.

4148

d. DANCE:1. Use historical inquiry to

examine therelationships betweendance works and theculture and times inwhich they exist.

2. Show how dance has ahistory, purpose, andfunction in cultures.

3. Explore the humanexperience as it relatesto dance across culturesand time.

i.

ii.

iii.

Research works of dance fromvarious cultures using at least twotypes of resources (books, film,Internet).Construct a timeline with historicaland artistic events with people,placing them into social historical,political, or technological context.Match examples of works to avariety of dance forms (ballet, jazz,folk, modern) and historical periods.


a. MUSIC:1. Identify various musical

forms that have literaryor artistic counterparts inother arts disciplines(expressionist art,music).

2. Make connectionsbetween the history ofone art form and anotherrelated art form (musicand art history).

i.

ii.

Research two artists, playwrights,composers, or choreographers fromdiffering musical genres (forms).Select one from the WesternEuropean tradition and one fromanother culture and develop amultimedia report.Listen to a given example anddevelop a dramatic scene that couldaccompany it. Include design forappropriate props and costumes.

b. VISUAL ART:1. Identify the use of visual

arts in theatre, dance,and musical productions.

2. Identify artists whopractice in more thanone art form.

3. Relate the trends andmovements in visual artto other disciplines in thearts and humanities.

i.

ii.

Participate in a drama production byassisting in creating stage settings,backdrops, or props.Analyze two- and three-dimensionalart works from a historical period.Identify the stylistic characteristics ofthe artwork to the historical/culturalaspects of the time period (pop art,anti-Vietnam protests, rock lyrics).

c. THEATRE:1. Demonstrate the use of

art forms required fordramatic performancesthat create functionalscenery, properties,lighting, sound,costumes, and makeup.

2. Plan visual and auralelements for improvisedand scripted scenes.

i.

ii.

iii.

Create a miniature light lab or use avirtual light lab and experiment withthe additive and subtractive qualitiesof light.Build a flat using various techniques(dry brushing, rag rolling, etc.)Make a costume and make-upscrapbook from old magazines.

d. DANCE:1. Demonstrate the use of

art forms required fordance performances thatcreate functionalscenery, properties,lighting, sound,costumes.

2. Show how dance ideascan originate from visualarts works.

i.

ii.

Create an original "Ballet Comiquede la Reine" utilizing appropriateperformance elements (costumes,setting).Observe Degas prints and find danceworks that inspired the artist.

42 49






a. MUSIC:1. Develop and use music

vocabulary to discussmusical forms.

2. Analyze two contrastingmusical works.

3. Discuss the similaritiesand differences of artisticstyles.

4. Recognize commonthemes that appear inmusic throughouthistory.

i.

ii.

iii.

Iv.

v.

Compare and contrast two or moremusical works using Medieval,Renaissance, Baroque, Classical,Romantic, and Modern eras as thedividing lines.Analyze musical listening examplesdisplaying specific structural,historical, and cultural elements.Listen to productions/presentationsof two contrasting musical worksand discuss the similarities in artisticstructures.Listen to two recordings of the samemusical work and discuss thedifferent interpretations of theconductors.Create an interview with an artistfrom the past. Develop questionsabout social, historical, political andtechnological "current" events.

b.. VISUAL ART:1. Develop and use arts

vocabulary to discuss avariety of art forms.

2. Develop and presentbasic analyses of worksof visual art fromstructural, historical, andcultural perspectives.

i. Analyze two- and three-dimensionalart works from a historical period.Identify the stylistic characteristics ofthe artwork to the historical/culturalaspects of the time period (pop art,anti-Vietnam protests, rock lyrics).

c. THEATRE:1. Develop and use theatre

vocabulary to critiquedramatic performances.

2. Develop and presentbasic analyses oftheatrical works fromdifferent perspectives.

i.

ii.

Act as adjudicators and offeropinions about performed scenesusing correct theatrical vocabulary.Attend community theatrepresentations and write critiques.

d. DANCE:1. Develop and use dance

vocabulary to discuss avariety of dance formsand styles.

2. Present analyses ofdance performancesthrough examining howdance creates andcommunicates meaning.

3. Recognize point-of-viewas physical,psychological, and/orcultural.

i.

ii.

iii.

iv.

v.

View dance works from two or threedifferent countries or cultures andselect important cultural valuesshown in each of the examples.Compare two works that have thesame music, story, or theme andthat represent different eras ordance forms (the traditional TheNutcracker and The Hard Nut).Participate respectfully as anaudience member viewing acontemporary dance performance.Critique performances using dancevocabulary.Create advertisements utilizing achoice of mediums for at least twodifferent dance forms.


a. MUSIC:1. Write an informed

critique about a livemusical performance.

2. Offer an informedopinion regarding currentarts issues in one'scommunity.

i.

ii.

Attend a community concert andwrite a critique of it.Write a letter to the editor supportingthe role of the arts in one'scommunity.

b. VISUAL ART:1. Identify the role of the

arts in today's society,including career andavocation opportunities.

2. Discuss the relationshipbetween concepts of"truth" and beauty in thevisual arts.

i.

ii.

iii.

Utilize the principles and elementsof design to analyze works of artfrom structural, historical, andcultural perspectives.Utilize appropriate art vocabularywith the introduction of each new artarea by creating descriptive cards toaccompany artwork displays.Create a glossary of termsapplicable to two- and three-dimensional art.

c. THEATRE:1. Discuss the recurring

interest in classicaldrama techniques andprocedures.

2. Describe a moderndrama as significant andthoughtful.

i.

ii.

iii.

Research acting techniques fromthe 19th century and perform Wilde's"The Importance of Being Earnest"using those techniques.Write an essay that hypothesizeswhy in the last decade there hasbeen such a growth in the field ofclassical theatre companies(Colorado Shakespeare, Ashland,Oregon, Southern UtahShakespearean festival).Read Death of a Salesman by ArthurMiller or The Crucible by the sameplaywright and determine why theseplays are representative of moderntragedy and how the rules havechanged since the time of theGreeks.

44 51

d. DANCE:1. Explore reasons why

subjects and ideas arereinterpreted through thearts in different cultures.

2. Examine how dancereveals universalconcepts and themes.

i.

ii.

Discuss the possibilities of dance asa career after viewing the filmCenter Stage.After viewing or attending aperformance, analyze how thechoreographer usedstructures/forms and performanceenvironment to contribute to themeaning of the dance.


a. MUSIC:1. Express personal

preference for music,using appropriatemusical terminology.

2. Research and report oncontroversial issues inmusical circles.

3. Offer an alternative forcopyright infringement,both for the consumerand the artist.

4. Critique a musical workor performance basedon given criteria.

i.

ii.

iii.

Preview a controversial Broadwaymusical production and write arecommendation/position to theschool board regarding itsappropriateness for a high schoolaudience.Study the music awards at theGrammy's and create a chart thatdisplays careers involved inproducing a "Best Song of the Year."Create and discuss a list ofappropriate and inappropriatebehaviors at arts events.

b. VISUAL ART:1. Express personal

preference for visual art,using appropriate artsvocabulary.

2. Discuss the dividing linebetween imitating amaster's style of creationand unfairly "copying"another person's originalwork.

3. Identify commonsymbols used ininterpreting visual arts.

i.

ii.

Utilize appropriate art vocabularywith the introduction of each new artarea by creating descriptive artist'sstatement to accompany artworkdisplays.Conduct a panel discussion aboutcopyright laws, plagiarism, andethics.

c. THEATRE:1. Articulate and justify

personal aestheticcriteria with the intent ofa final aestheticachievement (quality).

i. Having viewed several films (MelGibson's Hamlet, Sir LawrenceOlivier's Hamlet, Citizen Kane byOrson Wells) point out examples ofcharacterization and productionvalues.

d. DANCE:1. Create and revise a

dance, articulatingreasons for artisticdecisions and what wasgained or lost by thosedecisions.

2. Apply specific criteria formaking informed criticalevaluations of the qualityand effectiveness ofperformances,choreography, and otheraspects of a dancepresentation.

i.

ii.

Debate the shortening or cutting ofsections or acts from a full-lengthdance production.After observing a danceperformance, share an interpretationof its meaning with a peer.Compare responses to the work.

5245






a. MUSIC:1. Perform solos using

i. Create a glossary of the specificvocabulary used in daily warm-ups.

through application ofartistic concepts,knowledge, and skills.

appropriate technique(breath control,intonation, expression,technical accuracy,phrasing, andinterpretation).

ii.

iii.

Create warm-up melodies for onesection of a band/orchestra.Track a personal practice log, usinga narrative summary that explainsboth "good" and "bad" practicehabits.

2. Improvise musical linesusing rhythm, melodicembellishments, andharmony.

3. Articulate a method ofconsistent and efficientmusical practice.

b. VISUAL ART:1'. Develop skills necessary

to apply artistictechniques andprocesses.

2. Interpret a work,respecting the intent ofits original creator.

i.

ii.

iii.

Select a subject and a two or three-dimensional artistic style. Create anoriginal work of art that incorporatesthe subject and the style.In any art form, create a self-portraitthat reflects personal beliefs.Analyze two- and three-dimensionalart works from a historical period.

3. Demonstrate appropriatebehavior while attendingor participating in artsevents.

4. Show respect forpersonal work and workof others.

5. Use media, techniques,and processes thatconvey artisticintentions.

iv.

Identify the stylistic characteristics ofthe artwork to the historical/culturalaspects of the time period (pop art,anti-Vietnam protests, rock lyrics).Make a classroom visit to the schoolauditorium: identify architectural,artistic, and structural aspects ofroom.

6. Analyze theeffectiveness of variousselections of art inrelation to organizationalstructures and functions.

7. Demonstrate howorganizational principlesand functions can beused to solve specificvisual arts problems.

c. THEATRE:1. Show how varying

collaborative efforts andartistic choices canaffect performances andformal productions.

2. Construct imaginativescripts that convey storyand meaning to anaudience.

3. Interpret/perform a workrespecting the intent ofits creator.

4. Create a dramatic workthat expresses personalunderstanding, opinions,beliefs, and knowledgeof the arts.

5. Improvise and refinescripts to convey storyand meaning to anaudience.

6. Research and applyphysical, emotional, andsocial dimensionsinvolved in creatingcharacter.

7. Analyze visual, aural,oral, and kineticelements of a dramaticperformance.

d. DANCE:1. Use and refine complex

movement patterns fromtwo different genres.

2. Identify and incorporatecultural styles andnuances in a selectedgenre.

i.

ii.

iii.

Experience through movement,name, and apply the elements ofdance (body, energy, space, time)and forms of dance.Perform and/or create a folk,cultural, or improvisational work.Perform and/or discuss vocabularyfrom a theatrical dance form.

3. Study a choreographer'sintent and interpret itclearly for an audience.

4. Perform and describe'similarities anddifferences between twocontemporarytheatrical/concert danceforms.


a. MUSIC:1. Demonstrate advanced

ensemble skills.2. Read music that

contains moderatetechnical demands,expanded ranges, andvaried interpretiverequirements.

3. Sing or play a variedrepertoire of musicliterature with expression

i.

ii.

iii.

iv.

Participate in warm-ups that developtechniques and processes; reinforcethese warm-ups throughout theclass period.Perform a solo or duet in which amusical skill is applied.Participate as an audience memberwhile a student rehearses for a soloor ensemble performance.Perform an improvisationalinterpretation of an establishedmelody.

47 5 4

and technical accuracy.4. Perform with expression

and technical accuracyat a moderate level ofdifficulty.

5. Improvise rhythmic andmelodic variations ongiven melodies.

b. VISUAL ART:1. Apply media,

techniques, andprocesses with sufficientskill, confidence, andsensitivity that one'sintentions are carried outin works of art.

2. Apply various symbols,subjects, and ideas inone's artwork.

3. Illustrate theeffectiveness of variousartworks in terms oforganizational structuresand functions.

i.

ii.

Create a portfolio that demonstratesan understanding of applied artistictechniques and processes.Help organize and participate in aschool art exhibit.

c. THEATRE:1. Create design sets that

enhance the meaning ofa performance.

2. Develop and sustain acharacter thatcommunicates with theaudience.

3. Organize and conductrehearsals for formal orinformal productions.

4. Develop designs of setsto convey environmentsthat support the text.

5. Create a dramatic workthat expresses personalunderstanding, opinions,beliefs, and knowledgeof the arts.

d. DANCE:1. Demonstrate the ability

to vary movementthemes.

2. Create a climacticmoment within a longphrase using contrast inenergy and tempo.

3. Compose dance studiesthat exhibit a range ofstructural forms (ABA,variation, canon, rondo,chance).

4. Choreograph a dancewith a clear intent.

5. Choreograph a dancewithout music and select

i.

ii.

iii.

iv.

Create a dance using improvisation,structures, and elements that utilizea theme found in daily life.Create and discuss a list ofappropriate and inappropriatebehaviors at arts events.Attend an arts event anddemonstrate proper audienceetiquette.Create a newspaper opinion columnthat discusses how behaviors affectan artistic presentation.

48 55

or create an effectiveaccompaniment.

6. Work with a partner oninterrelated movementsequences (supporting,giving and receivingweight,counterbalancing).

7. Contrast balanced andoff-balance movementas in fall and recovery.

8. Identify and executethree-dimensionalmovement.

976. -- 977. (RESERVED).

978. WORLD HISTORY-HUMANITIES (HUMANITIES IN A HISTORICAL CONTEXT) GRADES 9THROUGH 12, SECTIONS 979 THROUGH 984.

979. HISTORICAL AND CULTURAL CONTEXTS OF WORLD HISTORY.




01. Understand the historicalcontexts of the arts andhumanities disciplinesamong various cultures.

a. Identify an example of thearts or humanities that hasinfluenced or reflected anhistorical event.

i. Describe artifacts that symbolizeand reflect a particular culture(Mycenaean, Incas, Mayans,Aboriginals) and its ideology.

b. Know how an artifactsymbolizes and reflects aparticular culture and itsideology.

i. Demonstrate how ancientarchitecture (Greek, Roman, Mayan)influenced modem building designusing images of contemporary publicbuildings.

02. Understand the culturalcontexts of the arts andhumanities disciplines.

a. Identify an example of thearts or humanities that hasinfluenced or reflected acultural event.

i. Identify artistic examples ofpropaganda (Leni Riefenstahl's film'Triumph of the Will," Paul Revere'sengraving of the Boston Massacre,Picasso's "Guernica") by creating anillustrated glossary of hiddenmeanings in the text.

b. Identify a literary, artistic, orphilosophical work thatinfluences or reflects culturalvalues.

i. Read a piece of literature andexplain how it reflects the politicaland intellectual climate of the time itwas written (Plato's Allegory of theCave, Beowulf).

03. Understand theinterrelationships withinthe arts and humanitiesdisciplines.

a. Determine thecharacteristics of a particularartistic style and identify howthat style reflects religious,cultural, or societal values.

i. Compare the impacts thatmusicians/composers (Mozart, theBeatles) had on the music of theirtime.

49 56

b. Describe ways in whichartifacts symbolize andreflect a particular cultureand its ideology.

i. Construct a time capsulerepresentative of a historical tieperiod.

c. Identify a political themecaptured in various works ofart, as well as movements inart.

i. Interpret in a five-minute oralpresentation, the symbolism in artcreated by a political prisoner as toits intent and impact.

d. Identify how a world religionhas influenced andenhanced the arts andhumanities.

i. List the characteristics of a particulararchitectural structure (gothiccathedral, Islamic mosque, Jewishsynagogue, Egyptian pyramid) andcreate a visual model (clay,multimedia, poster) that identifieshow the structure reflects particularreligious values.

04. Understand theinterrelationships betweencultures and the arts andhumanities.

a. Explain how a work ofliterature reflects the politicaland intellectual climate of itshistorical context.

i. Explain how a philosopher (JohnLocke, Karl Marx, Mao Tse Tung,Gandhi) influences modern politicalthought and government.

b. Relate the significance ofnationalism, patriotism, andcultural identity in the artsand humanities (nationalanthems, dances, customs,and religious practices).

i. Illustrate in a point/counterpointdebate how art, literature andphilosophy meld to promote ordiminish a concept (nationalism,capitalism, socialism).

981. CRITICAL THINKING IN WORLD HISTORY.





a. Use the Socratic Method toanalyze a discipline in thearts or humanities.

i. Assume the role of an archeologistwho discovers a work of art andspeculate what it reveals about theculture (terracotta soldiers of ShiHuangdi, Egyptian tombs).

b. Identify and explain how ahistorical figure, event, orcondition has dramaticallyimpacted philosophical,aesthetic, or ethical issues.

i. Create a portfolio of literary andartistic interpretations that identifyhow epidemics (the Black Plague,AIDS) have impacted religiousbeliefs, literature, and the arts.

c. Understand the mainreasons for major migrationof people.

i. Design an illustrated timeline thatchronicles the displacement of oneculture by another culture (the arrivalof the Europeans on existingcivilizations in the Americas, theBritish in Africa, the French in Indo-China, the Japanese in Manchuria).

50 5!

d. Explain the importance andlevels of social classes.


a. Discuss the ethical limits tothe pursuit of peace,prosperity, and individualhappiness.

i. Debate the political, ethnic, andterritorial issues surrounding twomajor cultural conflicts (the Israeliand Palestinian conflict, theBosnian-Serbian conflict, the Hutuand Tutsi conflict).

b. Explain how the arts make asociety more humane,compassionate, andenjoyable.

i. Investigate common protest themescaptured in music, literature, dance,drama, or visual art and report themin a first-person news story.

c. Describe a world society voidof the arts and humanities.

i. Prepare a multimedia presentationdrama that describes the MiddlePassage from Africa to theAmericas.

d. Draw parallels between thelives, works, and influencesof representative artiststhroughout history.

i. Select a modem day figure thatexemplifies Machiavelli's ThePrince. Defend that choice in anewspaper editorial.


a. Compare and contrastdocumented facts withintentional or unintentionaldistortions of a historicalrecord.

Dramatize an interview with ahistorical figure, connecting theperson to a controversial event(Deng Xiou Ping-Tianman Square,Nelson Mandela-Apartheid, Lt.Calley-My Lai). Evaluate theaccuracy of the story with actualevents.Explore issues concerning crimes

against humanity in a mock tribunal.

b. Describe the major influenceof world religion ongovernment, culture,technological development,and social conduct.

i. Compare and contrast in a Venndiagram the theological similaritiesand differences portrayed in the artof western and eastern cultures.

c. Compare similarities amongcontemporary and historicalworks of literature, art,music, dance, and drama.

i. Compose journal entries that reflectupon the similarities between theDiary of Anne Frank and Zlata'sDiary: A Child's Life in Saraievo.

d. Compare cultural similaritiesand/or differences amongcontemporary Post-WorldWar II works of literature,art, music, dance, anddrama.

i. Describe how technology influencescultural similarities in contemporaryliterature, art, music, dance, anddrama.

e. Explain how visual, spatial,temporal, and functionalvalues of artworks aretempered by history.

i. Identify the themes and/or politicalstatements captured in movementsof art (futurism, Dadaism, abstractexpressionism) through the creationof an advertisement or brochurepromoting an exhibit.

51 58

983. ACQUISITION, APPLICATION, AND EXPRESSION OF SPECIFIC CONTENT KNOWLEDGEAND SKILLS IN WORLD HISTORY.




01. Understand the basicknowledge essential toworld history.

a. Recognize the fivecomponents that definecivilization (highly organizedsociety, specialized workers,communication, advancedtechnology, and complexinstitutions).

i. Design and build a modem Egyptianpyramid model as a 21th Centurypharaoh and list the contents thatwould be taken into the next world.

b. Show the causes andeffects of socialstratification.

i. Investigate how the three classes ofsociety - aristocracy the upper,bourgeoisie the middle, andproletariat the lower - still affect ustoday.

c. Illustrate ways in which thearts and humanities breakthrough class barriers.

i. Create a multimedia biography thatchallenges or authenticates thecontemporary portrayal of ahistorical political figure (Eva "Evita"Perrin, Joan of Arc, Joseph Stalin,Robin Hood).

d. Demonstrate commonthemes in the arts andhumanities that appear invarious historical periods.

i.

ii.

Design a commemorative stampthat identifies the work of animportant cultural figure (De lasCasas, Nelson Mandela, QueenIsabella, Lawrence of Arabia).Select a cultural myth (Greek,Roman, Native American,Mongolian), create a script, anddramatize the story.

02. Communicate in thehumanities disciplinesthrough application ofknowledge.

a. Report on how a literarywork relates to the historyand culture from which itoriginated.

i. Interpret Rudyard Kip ling's poem"The White Man's Burden" showinghow it reflects attitudes of 19thcentury colonialism and thetreatment of native populations(Australian Aborigine, NativeAmerican, East Indian, African).

b. Participate in a dialogue thatdebates the pros and consof a state-supported systemin the arts and humanitiesversus private sponsoredfunding of the arts andhumanities in a modernsociety.

i. Stage a debate on censorship.

5952

03. Communicate in thehumanities disciplinesthrough creativeexpression.

a. Create an artistic work thatexpresses the uniqueness ofa historical period.

i.

ii.

Construct a time capsulerepresentative of a historical timeperiod.Create an art project reflecting thecultural values of a given era (aposter board/tissue paper "stainedglass window," Arabian rugs, NorseRune Stones).

b. Apply the concepts of artisticcriticism to representativeworks from a historicalperiod.

i. Choose a piece of music and how itreflects people, places, andhistorical events (Billy Joel's "WeDidn't Start The Fire", the Marseilles,the 1812 Overture, Kenny G's"Millennium" song).

985. -- 986. (RESERVED).

987. FOREIGN LANGUAGE - GRADES 9 THROUGH 12, SECTIONS 988 THROUGH 993.







i.

ii.

iii.

iv.

Research and role play a historicalevent.View a historical film and write amovie review of its historical meritRead a historical story and producean oral presentation that identifies itscultural/historical elements.Create a mock panel discussionbetween key historical figures in thetarget culture(s) clearlydemonstrating the role of the figuresin key historical events.

b. Identify and categorizeexpressions used historicallyand idiomatically.

i.

ii.

iii.

Create posters of idiomaticexpressions in the target that refer toanimals, body parts, or foods withoutdirect translation.Form a list of historical phrasespopularized by Independence Wars.Research and sing songs ofmotivation for political action andchange.

6053

02. Understand theinterrelationship oflanguage study within thearts and humanitiesdisciplines.


i.

ii.

iii.

Replicate and describe a historicalstructure and/or community (ElEscorial, Versailles) to show anunderstanding of a culture.Record target language words thatstudents see on posters, inadvertisements, or TV that havebecome an active part of ourvocabulary.Translate the lyrics of contemporarytarget languages songs, and learn tolip-sync those for a student-createdmusic video.

b. Examine and critique the useof the target language in thearts and humanitiesdisciplines.

i.

ii.

iii.

Organize a sidewalk chalk festival tocreate works similar to those ofrepresentative artists of the targetlanguage.Create a mural size reproduction ofa work of art representative of acountry, genre/style or time period,with each student copying a smallsection from sectioned replica of thepainting.Memorize and perform poemsrepresentative of the targetlanguage cultures.

c. Compare and contrastlinguistic, cultural, andtraditional relationships.

i.

ii.

iii.

Construct a dialogue thatdemonstrates cultural differenceswithin the language.Speculate on the meaning and originof vocabulary words, phrases, andgestures in an oral or written format.Create a comic skit that illustrates a"faux pas" in the selected language.

d. Compose an original workemploying the targetlanguage.

03. Understand theinterrelationship betweencultures and the languageof those cultures.

a. Identify regional differenceswithin the language andculture(s) being studied.

i.

ii.

Examine and cluster newspaperarticles from various parts of a targetlanguage country as found on theInternet.Define key grammatical concepts inthe targeted language that showhow the people(s) of the targetculture think. (In Spanish things"give pleasure" rather than people"liking" them - "gustar.")

61

54

b. Outline cultural beliefs ofpeople in the targetlanguage.

i.

ii.

Observe video clips of religious ortribal rituals within and among targetlanguage nations, catalogingcomparing the differences.Interview speakers of a targetculture about burial customs in atarget language culture, pointing outthe similarities and differences in acontrasting outline and/orPower Point® presentation.

c. Identify patterns andbehaviors and their

i. Report on origins and/or causes fornational holidays.

interaction in varioussettings in the targetlanguage.

ii. Research and role-play celebrationsof same language countries todiscover similarities and differences.

d. Recognize and comparecontributions of nativecultures to the targetlanguage.

i.

ii.

Demonstrate the differencesbetween representative folk musicand dances of native cultures andthe cultures that grew up with andaround them.Locate native words for commonarticles of clothing and householdgoods that are used in juxtapositionor to supplant words of the targetlanguage.





01. Conduct structuralanalyses of language.

a. Identify and compareperspectives and diversity ofthe culture(s) being studied,using authentic sources.

i. Hypothesize and report on theorigins of recently formed works,phrases, and gestures throughcreating a foreign version of

ii.

iii.

"Pictionary."View a current media clip and list,group, and/or classify elements ofsocio-economic backgrounds.Research what target languagenewspapers say about an event inthis county, analyzing theimportance given to the placementof the article in the target languagemedia and the column inches andeditorial energy devoted to the topic.

b. Analyze the influence of thelanguage being studied onother languages andcultures.

i. Conduct a year-long scavenger-huntfor words from the target languagethat appear around the student inthis culture, producing andillustrating posters with key wordsfrom the list.

6255


a. Compare and contrast localculture with the one(s) beingstudied, using authenticsources.

i.

ii.

Create a historical timeline that mayinclude various disciplinesrepresentative of a given country(the arts, politics).Produce commercials for variousproducts important to the targetculture after viewing authenticcommercials, highlighting key socialissues as healthy eating, hygiene,and travel to historical sites.


i.

ii.

iii.

Draw a map to depict the changingpolitical boundaries of a country andits territories.Publish a student-researched anddesigned brochure to promotevisiting historic churches andmonuments that tell and preservethe art, architecture, music, andbasic beliefs found in the targetculture.Calculate the costs and conversionsto target language currency, using acurrent exchange rate table for a tripto a target language country toinclude transportation, lodging, andfood.



I.

ii.

Research and/or role-playcelebrations of same languagecountries to discover similarities anddifferences.Interview first and secondgeneration natives from a targetculture in a panel format to discusshow the target culture views the roleof the church or politics in the targetsociety.

b. Critique a musical or visualperformance representativeof the targeted culture,predicting possiblephilosophical, aesthetic, orethical issues.

i. Critique a musical or visualperformance representative of thetargeted culture, predicting possiblephilosophical, aesthetic, or ethicalissues.






a. Recognize nonverbal cuesand body languagetypically used in a targetculture.

i. Recreate a restaurant ordering or billpaying scene based on observedmovie, video or TV clips, payingparticular attention to thewaiter/customer non-verbal signals.

6356

b. Recognize and producecommon phrase groupingsand voice inflections.

i. Mimic native speaker responses in aseries of rejoinders to typicalsituations.


i. Stage a series of introductions in thetarget language, both formal andinformal, paying particular attentionto social and age appropriategesticulations.

d. Use appropriate culturalresponses in diverseexchanges (expressinggratefulness, extendinginvitations, apologizing,closing a conversation).

i.

ii.

iii.

iv.

Write and dramatize a businesstransaction closure parallel toobserved transactions in targetlanguage videos, movies or TVprograms.Compose thank you notes forcourtesies extended during a visit tothe target culture.Anticipate key elements of anapology in the target culture,articulating those efficiently in apersonally written note.Compose a letter to a hotel seekinginformation about a lost item of greatpersonal value, providing a returnplan should the item be found.

e. Recognize and provideexamples of how an ideamay be expressed inmultiple ways in the targetlanguage.

i. Structure at least five acceptableways to demonstrate interest inpurchasing an item behind a salescounter in a target language.



i.

ii.

Produce a short segment of a soapopera in which a key point is beingargued by the actorsQuery interviewed exchangestudents or native speakers in thecommunity about how to make adoctor's appointment in the targetculture, practicing a typical exchangebetween a patient and thereceptionist.

b. Use target language toexpress one's point-of-viewthrough the exchange ofpersonal feelings and ideaswith members of the targetculture.

i. Establish foreign language tables inthe cafeteria with foreign studentsand teachers of a target languagewith a key discussion topic andpossible key vocabulary wordsprovided before gathering.

c. Create communityawareness of a culturethrough a foreign language.

i.

ii.

Cooperatively create ahumanities/foreign language fair toexhibit cultural, historical, musicaland artistic projects to share with theother students, parents, and patrons.Organize a foreign language dinneraround a cultural theme with foreignlanguage entertainment.

d. Use appropriate language toexchange information aboutnational and internationaltopics (information fromnewspaper or magazinearticles, programs ontelevision, radio, or video).

i.

ii.

In a timed challenge, engagestudents in writing a news articlewith key information from a newsarticle or two in the target languagesimilar to the style of authentic targetlanguage articles.Role-play a reporter describing thecurrent events, weather, and sportsin a specific country.

e. Write in the target languagein a variety of forms(personal essays, poems,letters, stories, e-mail,articles, reports).

i.

ii.

iii.

iv.

v.

Design restaurant menus thatidentify cultural tastes andpreferences.Create a "top ten" list of distractionsfor doing target language homework.Write a possible obituary in theforeign language for the teacherpatterned after consulted targetculture obituaries.Write a children's story in the targetlanguage featuring colored animalsor animated vegetables.Using the letters of a fellow student'sname, select an adjective beginningwith that letter to create a poemabout the friend.


a. Express preferences,desires, opinions, andfeelings in the languagebeing studied.

i.

ii.

Participate in a panel discussionabout a controversial topic in theschool.Write a socially appropriate "spousewanted" ad expressing keypersonality traits desired.

b. React to current issues inthe target language.

i. Track key issues over a two-monthperiod as found in the Internetnewspaper headlines in a targetlanguage country, making a collageof the headlines in the shape of anicon that represents the issue.

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)

Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

Educollanol Resources Idoimolion Center

This document is covered by a signed "Reproduction Release (Blanket)"form (on file within the ERIC system), encompassing all or classes ofdocuments from its source organization and, therefore, does not require a"Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, may bereproduced by ERIC without a signed Reproduction Release form (either"Specific Document" or "Blanket").

EFF-089 (1/2003)

Reproductions supplied by EDRS are the best that can be ... · ED 468 211. TITLE INSTITUTION SPONS...

Documents

Transcript of Reproductions supplied by EDRS are the best that can be ... · ED 468 211. TITLE INSTITUTION SPONS...