Grade 8 Fine Arts Rhode Island Standards

Students use knowledge of movement to problem solve by…

Students express ideas, emotions, or cultural aesthetics by…

Students view, interpret, and perform a range of forms and styles of dance by…

Students demonstrate kinesthetic awareness and movement skills by…

Students demonstrate rhythmic acuity by…

Students demonstrate qualitative range and phrasing by…

Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by…

Students analyze construction and achievement of effect or affect by…

Communication – Personal expression and meaning is achieved through the movement of the human body, communicating ideas, values, and emotions.

demonstrating physical control and accurate memorization of movement in the execution of different dance forms or styles

improvising , exploring, and selecting dance movement to communicate literal and abstract ideas

selecting appropriate movement qualities and expressing musical phrasing and rhythms

demonstrating artistic expression and understanding of dance phrasing (e.g., climax, ebb and flow, breath rhythms)

improvising and developing movement sequences

practicing, refining, and performing dances of different forms or styles

generating a structured dance composition through manipulating choreographic principles (e.g., body use, space, and relationship), simple choreographic structures (e.g., beginning, middle, and end; AB or ABA; rondo; canon; call and response) and choreographic processes (repetition, variety, and transition)

Aesthetic Judgment – Knowledge of dance as an art form is used to reflect on and evaluate the work of self and others.

Cultural Contexts – Purpose and motivation (intent) are fundamental to dance and can be expressed through traditional, non-traditional, western, and non-western forms and styles.

Artistic Processes – In dance, problem solving uses the human body and techniques of movement and expression to make the imagined tangible.

comparing origins and purposes of world or historical dances

demonstrating focus on the execution of the movement and communication of the concept

demonstrating ability and skill in applying space, time, weight, and flow ( force/energy) in reproducing movement phrases

comparing dance from different cultures or historical periods

observing or performing a dance, analyzing its construction, and evaluating its effectiveness

applying multiple movement elements and skills in response to a prompt

evaluating and revising performed movement and choreography to fulfill its purpose

dancing in relation to and in coordination with changes in rhythm and meter in even and syncopated rhythms

demonstrating concentration while exhibiting an awareness of relationships and space, and describing how a performed movement feels

comparing how the movements and choreographic choices support or don't support the main idea, theme, or feeing of the dance

Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by…

Students show evidence of improvising, composing, and arranging by…

Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by…

Students show evidence of connecting music to the arts and other disciplines by…

Students perform music alone and with others in a variety of settings…

Students analyze and describe music by…

Students evaluate music by…

composing original melodies with expanded parameters (e.g., full major/minor scale, expanded rhythms)

Artistic Processes – The human experience can be created and recreated through sound.

developing and applying three specific criteria provided for critiquing music (e.g., dynamics, diction, and articulation: "They played pizzicato at a piano level." I understood the meaning of the music, because the choir's diction was correct.")

Aesthetic Judgment – Music knowledge is applied through reflection and evaluation of the music of self and others.

Cultural Contexts – Music connects and expresses history and culture around the globe.

singing a varied repertoire including up to 3 parts using treble and bass clefs with musical accuracy

reading, writing, and performing patterns of pitch (pentatonic and diatonic major, minor, and modes) and known songs using solfege (e.g., Deep in the Heart of Texas, Yonder Come Day) and absolute pitch letter names (e.g., recorder, barred instruments, guitar)

identifying and describing larger music forms (e.g., canon, fugue, suite, ballet, opera, symphony)

playing a varied repertoire representing various genres, styles, cultures using acoustic or electronic musical instruments with musical accuracy.

listening to and describing the distinguishing characteristics of representative musical genres and styles from two or more cultures

reading, writing, and performing rhythmic patterns using standard notation, including: augmentation and diminution

using aesthetic criteria to compare and contrast student performance with professional performance (e.g., "We need to work harder to create good balance with so few violas in our string section.")

analyzing and comparing the use of musical elements of different genres and cultures emphasizing tonality and texture (e.g., intervals, chords and progressions, homophonic)

Communication – Music of diverse genres is performed in a variety of settings.

improvising simple harmonic accompaniments

identifying similarities and differences in the meanings of common terms used in various arts and other subject areas

explaining how music has historically reflected social functions and changing ideas and values

reading, writing, and performing patterns in a variety of meters, including: 3/8, 2/2, changing meters

arranging existing music for another ensemble (e.g., SSA choral music written for Woodwind trio) or by changing style, tempo, or instrumentation (e.g., changing elements of music using software)

designing and creating masks, puppets, props, costumes, music, or sets in a selected theatrical style drawn from world cultures, such as Japanese shadow puppets or Kabuki masks

analyzing what is seen and heard (e.g., figurative language and imagery) in a performance or text and comparing that with things known (e.g., the playwright, time period, place, cultural identification, etc.)

analyzing dramatic elements of a plot (e.g., recurring themes and patterns, protagonist and antagonist, foreshadowing, rising action, catharsis, and denouncement)

analyzing and applying performance and design techniques to convey complex emotions, ideas, or meaning (e.g., betrayal or enlightenment or in aspects of design or writing)

analyzing major and minor themes and characters and their symbolic representation (i.e., cultural references)

evaluating character's objectives and motivations based on what is seen, heard, and known to explain character's behavior

comparing and contrasting different theatrical performances to tell a similar story (e.g., plays and poetry both built on a journey theme)

describing at least two different artistic careers and the education required

analyzing the roles of the arts and artists in times of conflict and harmony to express disapproval and unity

Aesthetic Judgment – Applying knowledge and skills of Theater Arts in order to reflect on and evaluate the work of self and others.

developing a character using non-verbal techniques (e.g., dance, mime, physical comedy, stage combat (wrestling, sword play, physical confrontation); using basic improvisation in rehearsal to discover character and motivation; developing a character as part of an ensemble

analyzing and maintaining a rehearsal script/notebook to record directions and blocking, and design information

analyzing and dramatizing two stories with a common theme from two historical periods or cultures (e.g., loyalty, revenge, redemption)

comparing and contrasting cultural beliefs and traditions in the theater arts in two cultures and time periods (e.g., Greek theater - comedy and tragedy; Japanese Theater – Kabuki, Noh; American theater - melodrama and musical theater)

Cultural Contexts – Theater arts creatively expresses the values and ideas of human experience, community, and civilization.

researching and generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., "How do we foreshadow the antagonist's downfall?")

Communication – Theater communicates meaning and expression through the sharing of human experience using image, sound, movement, words, space, time and chronology.

creating basic characters, environments, and actions that exhibit tension and suspense; creating short dramatizations in selected styles of theater (e.g., melodrama, vaudeville, and musical theater)

Artistic Processes – Theater employs creative problem solving using tools, techniques, and technology in one or more disciplines in order to make the imagined tangible.

interpreting and evaluating ways in which theater, television, electronic media, or film influence their thinking in positive and negative ways

analyzing technical elements of a theatrical production (e.g., playwright, dress rehearsal, run-through, cold reading, ensemble, proscenium, thrust, and arena staging)

demonstrating analysis of a piece of literature or a social or scientific event by creating a short original dramatization (e.g., a musical scene from S.E. Hinton's Outsider or a video on cellular mitosis)

analyzing techniques that support the story's meaning (e.g., the lighting in combination with the music foreshadowed hope)

designing or creating, and analyzing costumes, props, music, sets, makeup, or masks that support or enhance character in formal or informal performances

Students show skill development in acting, directing, designing, and scriptwriting by…

Students solve artistic problems by…

Students make connections among the arts and other disciplines by…

Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by…

Students demonstrate the ability to communicate in the language of the Theater Arts by…

Students demonstrate the ability to extract meaning from Theater by…

Students reflect upon, analyze and evaluate the work of self and others by…

describing at least two different artistic careers and the education required

analyzing the connections between Visual Arts and Design and other disciplines (e.g., the relationship between music and visual arts and design concepts such as color and repetition)

Analyzing the roles of the arts and artists in times of conflict and harmony to express disapproval and unity

analyzing and applying media, techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings

Cultural Contexts – Visual Art and Design creatively expresses the values and ideas of human experience, community, and civilization.

Aesthetic – Applying knowledge of Visual Art and Design in order to reflect on and evaluate the work of self and others.

creating a unique solution for a visual art or design problem (e.g., designing a percussion instrument that makes several sounds)

analyzing a variety of purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary)

Communication – Visual Art and Design is a vehicle for expression and communication through the use and development of metaphor and symbol systems.

generating, applying, and revising strategies and techniques to address artistic problems

Creative Processes – Visual Art and Design is the process of creative problem solving using both traditional and innovative media, tools, techniques, and processes in order to make the imagined visible.

demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., mixed media, collage, photomontage)

using observation to develop a visual representation of a variety of shapes, with basic proportionality and limited perspective

selecting and analyzing a variety of media, tools, techniques, and processes in creating two- and three-dimensional works of art and design (e.g., mixed media, collage, photomontage)

documenting and analyzing personal progress through a portfolio of self-created art work identifying strengths and weaknesses

interpreting and evaluating one visual art or design work based on analysis of description and when and by whom the work was done

evaluating the symbolic representations of their own works of art or design referencing a particular historic and contemporary art work

analyzing creative elements in the work

contributing in individual or group discussions about work in which the student gives and receives constructive criticism

analyzing how artists and designers use natural forms to inspire representations of ideas (e.g., how architects reference local landscape in architectural design)

describing subject matter, media, techniques, processes, craftsmanship, and basic visual arts concepts seen in a work of art or design

interpreting subject matter, symbols and ideas in works of art or design

comparing and contrasting specific qualities about the visual arts and design in two cultures and time periods

applying VAD concepts for intended purposes and analyzing the effects: line, shape, form, texture, space (positive/negative), color schemes/groups, color properties (hue, value, intensity), organization of visual compositions, emphasis/focal point, pattern, repetition, balance (symmetrical/asymmetrical), contrast, rhythm, proportion, and movement

asking questions about other's artwork relating to subject matter, media, and visual arts concepts and about when and where the work of art or design was created (e.g., From which region in the world was the artist?)

analyzing own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter based on the analysis of exemplar works of art or design

Students demonstrate knowledge and application of Visual Art and Design concepts by…

Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by…

Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by…

Students demonstrate the ability to communicate in the language of Visual Art and Design by…

Students demonstrate the ability to extract meaning from works of art by…

Students reflect upon, analyze and evaluate the work of self and others by…