Content Standards indicate what all students should know, understand and be able to do in a specific content area.

Benchmarks define our expectations for students’ knowledge, skills and abilities along a developmental continuum in each content

area. That continuum is focused at three points—at the end of grade 4, the end of grade 8 and grade 12.

Students will:

1. identify their own ideas and images

based on themes, symbols, events and

personal experiences.

2. use a variety of materials and sources

to experiment with an art form.

3. present their own work and works of

others.

4. collaborate with others in the creative

process.

5. describe how a variety of materials,

techniques and processes cause different

responses.

1. create a work from their own ideas and

images based on themes, symbols, events

and personal experiences.

2. select a variety of materials and sources

to demonstrate a specific art form.

3. prepare and/or revise works for presentation.

4. collaborate with others to make artistic

choices.

5. describe and analyze artistic choices in

their own work and works of others.

1. conceive and create works of art.

2. demonstrate imagination and technical

skill in a minimum of one art form using

traditional and nontraditional resources.

3. select or adapt the elements of a presentational

style.

4. apply artistic discipline (e.g., concentration

and focus) to complete a collaborative

work.

5. articulate meaning by describing and

analyzing artistic choices in their own

work and works of others.

Students will:

1. COMPOSITION—

Dance: apply the elements of space (shape,

level, path in space, pattern, form), time

(duration, rhythm), and energy (movement

quality) to compose dance phrases.

Music: apply the elements of rhythm,

melody, harmony, timbre/tone color, and

form.

Theatre: apply the elements of plot, character

and setting.

Visual Arts: apply the elements of line,

shape, form, color, space, value, and texture

to compose works of art and the principals

of design-pattern, balance, contrast,

rhythm, proportion, economy, movement,

dominance.

2. TECHNIQUES—

Dance: identify and apply the techniques

of body awareness (e.g., control, flexibility,

dynamics, expression, musicality) in

class and performance.

Music: identify and apply the techniques

of expressive devices, dynamics, tempo,

phrasing, accompaniment, interpretation

and improvisation.

Theatre: identify and apply techniques to

develop scenarios, direct and act.

Visual Arts: identify and apply the techniques

common to drawing, painting, sculpture,

design, printmaking, and indigenous/

traditional arts.

3. MEDIUM—

Dance: demonstrate the human body in

motion.

Music: perform vocal and/or instrumental

solos, or in ensembles.

Theatre: perform in ensemble (e.g., live,

film, video productions).

Visual Arts: select a course of action using

two-dimensional processes (e.g., paint-

1. COMPOSITION—

Dance: apply the elements of space (shape,

level, path in space, pattern, form), time

(duration, rhythm), and energy (movement

quality) to compose dances.

Music: apply the elements of rhythm,

melody, harmony, timbre/tone color, and

form.

Theatre: apply the elements of plot, character,

setting and mood.

Visual Arts: apply the elements of line,

shape, form, color, space, value, and texture

to compose works of art and the principals

of design-pattern, balance, contrast,

rhythm, proportion, economy, movement,

dominance.

2. TECHNIQUES—

Dance: apply the techniques of body awareness

(e.g., control, flexibility, dynamics, expression,

musicality) in class and performance.

Music: apply the techniques of expressive

devices, dynamics, tempo, phrasing, accompaniment,

interpretation, and improvisation.

Theatre: apply techniques to write, direct,

act, and design.

Visual Arts: apply knowledge of techniques

to create works (e.g., painting, drawing,

printmaking, photography, computer arts,

graphic design, sculpture, and indigenous/

traditional arts).

3. MEDIUM—

Dance: demonstrate the human body in motion.

Music: perform vocal and/or instrumental

solos, or in ensembles.

Theatre: perform solo and in ensemble

(e.g., mime, live, film, video productions).

Visual Arts: select a course of action using

two-dimensional processes (e.g., painting,

1. COMPOSITION—

Dance: apply the elements of space (shape,

level, path in space, pattern, form), time (duration,

rhythm), and energy (movement quality)

to compose dances.

Music: apply the elements of rhythm,

melody, harmony, timbre/tone color, and

form.

Theatre: apply the elements of character and

plot as exposition, action, climax, and resolution.

Visual Arts: apply the elements of line,

shape, form, color, space, value, and texture

to compose works of art and the principals

of design-pattern, balance, contrast, rhythm,

proportion, ecomony, movement, dominance.

2. TECHNIQUES—

Dance: apply the techniques of body awareness

(e.g., control, flexibility, dynamics, expression,

musicality) in class and performance.

Music: apply the techniques of expressive

devices, dynamics, tempo, phrasing, accompaniment,

interpretation, and improvisation.

Theatre: apply techniques to write, direct,

act, design and produce.

Visual Arts: apply techniques to create

works (e.g., painting, drawing, printmaking,

photography, computer arts, graphic design,

sculpture, and indigenous/traditional arts).

3. MEDIUM—

Dance: demonstrate the human body in motion.

Music: perform vocal and/or instrumental

solos, or in ensembles.

Theatre: perform solo and in ensemble (e.g.,

mime, live, film, video productions).

Visual Arts: select a course of action using

two-dimensional processes (e.g., painting,

ing, drawing, printmaking) and the threedimensional

processes (e.g., sculpture and

indigenous/traditional arts).

4. FUNCTION—

Dance: identify examples of social, theatrical,

and traditional dance.

Music: identify examples of music (e.g.,

ceremonial, celebration, concerts, theatre,

dance, film, social, community, entertainment).

Theatre: perform in classroom or school

programs/productions.

Visual Arts: identify examples of cultural,

political, communication, expressive,

commercial, and environmental visual arts.

5. STYLE—

Dance: identify examples of folk, popular,

and contemporary (e.g., ballet, jazz,

modern, tap) dance.

Music: identify examples of music (e.g.,

folk, jazz, ethnic, popular, classical, time

period).

Theatre: identify and perform examples

of theatre (e.g., comedy, melodrama).

Visual Arts: identify examples of historical,

contemporary, and traditional visual

arts, including American Indian art.

6. PRESENTATION—

Dance: show dance composition with

peers, emphasizing focus and concentration.

Music: participate in performances.

Theatre: demonstrate storytelling and creative

dramatics.

Visual Arts: exhibit craftsmanship,

completion, and develop a body of work.

drawing, printmaking, photography,

computer arts) and the three-dimensional

processes (e.g., sculpture, indigenous/

traditional arts).

4. FUNCTION—

Dance: identify examples of social, theatrical,

and traditional dance.

Music: perform examples of music (e.g.,

ceremonial, celebration, concerts, theatre,

dance, film, social, community,

entertainment).

Theatre: perform in classroom or school

programs/productions.

Visual Arts: demonstrate and compare

examples of cultural, political, communication,

expressive, commercial, and

environmental visual arts.

5. STYLE—

Dance: identify examples of folk, popular,

historical, and contemporary (e.g.,

ballet, jazz, modern, tap) dance.

Music: perform examples of music (e.g.,

folk, jazz, ethnic, popular, classical, time

period).

Theatre: perform examples of theatre

(e.g., comedy, melodrama, plays from

historical periods).

Visual Arts: demonstrate examples of

historical, contemporary, and traditional

visual arts, including American Indian

art.

6. PRESENTATION—

Dance: rehearse, perform, and critique

dance.

Music: rehearse, perform, and critique

musical performances.

Theatre: rehearse, perform, and critique

storytelling and improvisation.

Visual Arts: exhibit craftsmanship,

completion, and develop a body of work.

drawing, printmaking, photography, computer

arts, graphic design) and three-dimensional

processes (e.g., sculpture, indigenous/

traditional arts).

4. FUNCTION—

Dance: identify examples of social, theatrical,

and traditional dance.

Music: perform and compare examples of

music (e.g., ceremonial, celebration, concerts,

theatre, dance, film, social, community, entertainment).

Theatre: perform in classroom or school programs/

productions.

Visual Arts: demonstrate and compare examples

of cultural, political, communication,

expressive, commercial, and environmental

visual arts.

5. STYLE—

Dance: identify examples of folk, popular,

historical, and contemporary (e.g., ballet,

jazz, modern, tap) dance.

Music: perform examples of music (e.g., folk,

jazz, ethnic, popular, classical, time period).

Theatre: perform examples of theatre (e.g.,

comedy, tragedy, melodrama plays from historical

periods).

Visual Arts: demonstrate examples of historical,

contemporary, and traditional visual

arts, including American Indian art.

6. PRESENTATION—

Dance: rehearse, perform, and critique dance.

Music: rehearse, perform, and critique musical

performances.

Theatre: rehearse, perform, and critique improvisation

and performances.

Visual Arts: exhibit craftsmanship, completion,

and develop a body of work.

Students will:

1. use art materials, techniques, technologies,

and processes to create general responses.

2. communicate meaning through the art

forms from selected subject matter.

3. explore potential solutions to a given

problem through the Arts.

4. use technical skills.

Dance—perform movements and

rhythm patterns.

Music—sing and play music using

dynamics, phrasing, and interpretation.

Theatre—use mind, voice, and body

to create characters and tell stories.

Visual Arts—create works of art with

content that is consistent with media

possibilities.

5. identify and use an appropriate symbol

system.

Dance—use dance elements (space,

time, energy) to discuss movement and

produce movements demonstrated and/

or described in words.

Music—use standard symbols to identify

meter, rhythm, pitch, and dynamics.

Theatre—recognize and use stage direction.

Visual Arts—recognize and use symbol

language appropriate to media used to

create works of art.

1. use art materials, techniques, technologies,

and processes to create specific responses.

2. communicate intended meaning based on

their own ideas and concepts from other

sources.

3. use improvisation/experimentation to

determine solutions.

4. use technical skills.

Dance—perform movements and rhythm

patterns with control and expression.

Music—use accepted performance

and expressive techniques (e.g., breath

control, posture) while singing and playing

music in small and large ensembles.

Theatre—use scenery, properties, sound,

costume, and make-up to communicate

locale and mood.

Visual Arts—experiment and practice

with a variety of media to achieve clarity

of expression.

5. understand and use symbol systems.

Dance—use dance elements (space,

time, energy) to discuss movement and

produce movements demonstrated and/

or described in words.

Music—identify and define standard

notation symbols including pitch,

rhythm, dynamics, tempo, articulation,

and expression.

Theatre—understand and apply stage

direction and ground plans.

Visual Arts—examine the breadth and

depth of possible responses presented by

media and media techniques.

1. use art materials, techniques, technologies,

and processes to create specific

products and responses to ideas.

2. communicate intended meaning through

the interpretation of a subject.

3. use improvisation/experimentation to

predict potential solutions to problems

and pose new problems.

4. use technical skills.

Dance—perform movements and rhythm

patterns with appropriate range of dynamics

and expression.

Music—sing or play music with expression

and technical accuracy exhibiting a

large and varied repertoire of vocal or

instrumental literature.

Theatre—use scenery, properties, sound,

costume, make-up, and lighting to communicate

locale and mood.

Visual Arts—explore and practice skills

to enhance communication with consistency.

5. understand and use symbol systems.

Dance—use dance elements (space,

time, energy) to discuss movement and

produce movements demonstrated and/

or described in words.

Music—read and use standard and nonstandard

notation symbols through participation

in small and large ensembles.

Theatre—understand and apply stage

direction and ground plans.

Visual Arts—understand and apply appropriate

symbol language to maximize

expression in a specific media.

Students will:

1. use vocabulary of the discipline to describe

a variety of works of art.

2. describe personal works to others.

3. devise criteria for evaluation.

4. recognize a variety of different responses

to specific works of art.

1. evaluate the quality and effectiveness of

their own and other art works by applying

specific criteria appropriate to the style and

offer constructive suggestions for improvement.

2. describe the influence of personal experience

on the interpretation of works of art.

3. develop and apply criteria for evaluating

quality and effectiveness of the work of

art.

4. describe and compare a variety of individual

responses to works of art.

1. evaluate an art work by comparing and

contrasting it to similar or exemplary

works of art.

2. compare and contrast how meaning is

communicated in two or more of the

students’ own works and/or works of

others.

3. refine specific criteria for making informed

critical evaluation of the quality

and effectiveness of a work of art.

4. analyze various interpretations as a

means for understanding/evaluating

works of art.

Students will:

1. recognize ways in which the Arts have

both a historical and distinctive relationship

to various cultures (e.g., American

Indian) and media of expression.

2. identify and describe specific works of

art belonging to particular cultures,

times and places.

3. recognize various reasons for creating

works of art.

4. recognize common emotions, experiences,

and expressions in art.

5. demonstrate appropriate audience behavior

for the context and style of art

presented.

6. explore their own culture as reflected

through the Arts.

1. demonstrate how history/culture and the

Arts influence each other.

2. identify, describe, and analyze specific

works of art as belonging to particular

cultures, times and places in the context

in which they were created.

3. compare various reasons for creating

works of art.

4. describe how people’s emotions and experiences

influence the development of

specific art works.

5. demonstrate appropriate audience behavior

for the context and style of art presented.

6. determine the connection of a work of art

to societal and cultural change or preservation,

including American Indian culture

and art.

1. identify and describe the role of the

artist in cultures and societies.

2. identify, describe and analyze specific

works of art as belonging to particular

cultures, times and places in the context

in which they were created.

3. identify intentions of those creating art

works, explore the implications of various

purposes and justify analysis.

4. analyze contemporary and historic

meanings and emotions in specific art

works through cultural and aesthetic

inquiry.

5. demonstrate appropriate audience behavior

for the context and style of art

presented.

6. investigate a variety of artworks from

resources in the community and analyze

and communicate cultural and historical

context.

Students will:

1. identify similarities and differences in

the meanings of common terms/elements

used in the various Arts.

2. identify interrelated elements among the

Arts and other subject areas.

3. identify the role of the Arts in the world

of work.

4. identify how art reflects life.

1. explain how elements, processes (e.g.,

imagination, craftsmanship) and organizational

principles are used in similar

and distinctive ways.

2. connect and analyze interrelated elements

of the Arts and other subject areas.

3. experience the elements of art careers

in a professional setting.

4. analyze how works of art reflect the

environment in which they are created.

1. compare and explain how the characteristic

materials of each art (e.g., sound in music,

visual stimuli in visual arts, movement in

dance, human interrelationships in theatre)

correlate to similar events, scenes, emotions,

or ideas.

2. utilize interrelated elements among the Arts

and other subject areas.

3. explore vocational and avocational opportunities

in the Arts.

4. identify how works of art reflect the environment

in which they are created.

Advanced This level denotes superior performance.

Proficient This level denotes solid academic performance for each benchmark. Students reaching

this level have demonstrated competency over challenging subject matter, including

subject-matter knowledge, application of such knowledge to real-world situations, and

analytical skills appropriate to the subject matter.

Nearing This level denotes that the student has partial mastery or prerequisite knowledge and

Proficiency skills fundamental for proficient work at each benchmark.

Novice This level denotes that the student is beginning to attain the prerequisite knowledge and

skills that are fundamental for work at each benchmark.

(a) independently creates, performs/exhibits in and responds through a minimum of one art form;

(b) consistently applies, with confidence, the concepts, structures and processes in the four art forms of Dance, Music, Theatre,

and Visual Arts;

(c) uses a variety of skills and techniques to express ideas and poses and solves problems in the Arts;

(d) independently practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) analyzes the characteristics and merits of their work and the works of others in the Arts;

(f) consistently recognizes and respects the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) consistently finds and shares multiple connections among the Arts, other subject areas and life.

(a) demonstrates the ability to create, perform/exhibit and respond through a minimum of one art form;

(b) applies a basic understanding of the concepts, structures and processes in the four art forms of Dance, Music, Theatre, and

Visual Arts;

(c) uses skills and techniques to express ideas and poses and solves problems in the Arts;

(d) practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) communicates an understanding of the characteristics and merits of their work and the works of others in the Arts;

(f) recognizes and respects the role of the Arts in his/her society, diverse cultures and historical periods; and

(g) finds and communicates connections among the Arts, other subject areas, and life.

knowledge and skills fundamental for proficiency in the Arts. He/she:

(a) creates, performs/exhibits in and responds with specific directions and assistance through a minimum of one art form in a

limited way;

(b) identifies, but has difficulty demonstrating concepts, structures and processes in the four art forms of Dance, Music,

Theatre and Visual Arts;

(c) identifies skills and techniques in the Arts and sometimes expresses ideas and poses and solves problems in the Arts;

(d) sometimes practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) sometimes identifies and demonstrates the characteristics and merits of his/her work and the works of others in the Arts;

(f) sometimes recognizes the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) finds and shares limited connections among the Arts, other subject areas, and life.

each benchmark in the Arts. He/she:

(a) has difficulty creating, performing/exhibiting in and responding through a minimum of one art form;

(b) demonstrates a limited understanding of concepts, structures, and processes in the four art forms of Dance, Music, Theatre

and Visual Arts;

(c) identifies with assistance some of the skills and techniques but does not express ideas or pose or solve problems in the

Arts;

(d) has difficulty practicing responsible, safe and appropriate personal and group behavior in the Arts;

(e) seldom identifies the characteristics and merits of his/her work or the works of others in the Arts;

(f) has limited recognition of the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) has difficulty finding connections among the Arts, other subject areas, and life.

(a) effectively creates, performs/exhibits in and responds through more than one art form;

(b) consistently applies with confidence concepts, structures and processes in the four art forms of Dance, Music, Theatre and

Visual Arts;

(c) applies a variety of skills and techniques to effectively express ideas and to pose and solve problems in the Arts;

(d) independently practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) evaluates the characteristics and merits of his/her work and the works of others in the Arts ;

(f) effectively and consistently analyzes the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) synthesizes and evaluates connections among the Arts, other subject areas, life, and work.

(a) effectively creates, performs/exhibits in and responds through a minimum of one art form;

(b) applies concepts, processes and structures in the four art forms of Dance, Music, Theatre, and Visual Arts;

(c) uses a variety of skills and techniques, to express ideas and to pose and solve problems in the Arts;

(d) practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) analyzes the characteristics and merits of their work and the works of others in the Arts;

(f) analyzes and clearly describes the role of the Arts in his/her society, diverse cultures and historical periods; and

(g) analyzes and describes connections among the Arts, other subject areas, life, and work.

knowledge and skills fundamental for proficiency in the Arts. He/she:

(a) sometimes creates, performs/exhibits in and responds through a minimum of one art form;

(b) applies, with some assistance, a basic understanding of the concepts, structures, and processes in the four art forms of

Dance, Music, Theatre and Visual Arts;

(c) identifies skills and techniques and sometimes expresses ideas and poses and solves problems in the Arts;

(d) sometimes practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) describes, with assistance, some of the characteristics and merits of his/her work and the works of others in the Arts;

(f) sometimes identifies the role of the Arts in his/her society, diverse cultures, and historical periods but has difficulty

describing that role; and

(g) identifies and describes, with some assistance, limited connections among the Arts, other subject areas, life, and work.

at each benchmark in the Arts. He/she:

(a) seldom creates, performs/exhibits without specific direction, and sometimes responds in a limited way through one art

form;

(b) applies, with much assistance, a basic understanding of some of the concepts, structures, and processes in the four art

forms of Dance, Music, Theatre, and Visual Arts;

(c) identifies, with assistance, skills and techniques, but has difficulty expressing ideas and posing and solving problems in

the Arts;

(d) has difficulty practicing responsible, safe and appropriate personal and group behavior in the Arts;

(e) seldom recognizes the characteristics and merits of his/her work or the works of others in the Arts;

(f) identifies, with assistance, the role of the arts in his/her society, diverse cultures, and historical periods; and

(g) identifies, with difficulty, limited connections among the Arts, other subject areas, life and work.

(a) creates, performs/exhibits and responds through more than one art form at an accomplished level;

(b) consistently applies, analyzes and interprets the concepts, structures and processes in the four art forms of Dance, Music,

Theatre and Visual Arts;

(c) distinguishes and analyzes appropriate skills and techniques to effectively express ideas and to pose and solve problems in

the Arts;

(d) independently practices responsible, safe and appropriate personal group behavior in the Arts;

(e) accepts responsibility for the characteristics and merits of their works and appreciates the works of others in the Arts;

(f) effectively and consistently analyzes and evaluates the role of the Arts in his/her society, diverse cultures, and historical

periods; and

(g) synthesizes and evaluates connections among the Arts, other subject areas, life, and work.

(a) creates, performs/exhibits and responds through a minimum of one art form at an accomplished level;

(b) applies varied concepts, processes and structures in the four art forms of Dance, Music, Theatre, and Visual Arts;

(c) demonstrates effective skills and techniques in the Arts to express ideas and poses and solves problems;

(d) practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) analyzes and evaluates the characteristics and merits of their work and the works of others in the Arts;

(f) examines and analyzes the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) analyzes and responds to connections among the Arts, other subject areas, life, and work.

knowledge and skills fundamental for proficiency in the Arts. He/she:

(a) creates, performs/exhibits and responds through a minimum of one art form in a limited way;

(b) applies, with some assistance, concepts, structures, and processes in the four art forms of Dance, Music, Theatre, and

Visual Arts;

(c) identifies skills and techniques and sometimes expresses ideas and poses and solves problems in the Arts;

(d) sometimes practices responsible, safe and appropriate personal and group behavior in the Arts;

(e) demonstrates a limited understanding of the characteristics and merits of their work and the works of others in the Arts;

(f) sometimes examines the role of the Arts in his/her society, diverse cultures, and historical periods; and

(g) demonstrates connections among the Arts, other subject areas, life and work.

each benchmark in the Arts. He/she:

(a) creates, performs/exhibits, and responds, with specific direction and in a limited way, through a minimum of one art form;

(b) applies, with much assistance, a basic understanding of some of the concepts, structures, and processes in the four art

forms of Dance, Music, Theatre, and Visual Arts;

(c) identifies, with assistance, skills and techniques, but shows limited ability to express ideas or to pose and solve problems

in the Arts;

(d) practices, with assistance, responsible, safe and appropriate personal and group behavior in the Arts;

(e) demonstrates, with assistance, a limited understanding of the characteristics and merits of their work and the works of

others in the Arts;

(f) rarely examines, without specific direction, the role of the Arts in his/her society, diverse cultures, and historical periods;

and

(g) demonstrates, with some assistance, limited connections among the Arts, other subject areas, life and work.