High School Fine Arts Rhode Island Standards

Students use knowledge of movement to problem solve by…

Students express ideas, emotions, or cultural aesthetics by…

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 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 rhythmic acuity by…

Students demonstrate kinesthetic awareness and movement skills 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…

Students analyze construction and achievement of effect or affect by…

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

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

designing choreography with inherent quality, style, and musicality

providing insightful comments about the nature of a particular dance and its meaning and selecting specific moments within the performance that support these assertions

incorporating movement choices to communicate ideas, experiences, feelings, or images

demonstrating commitment to the movement and concept

demonstrating strength, flexibility, agility, and coordination as appropriate to the form or style

critically analyzing, interpreting, and evaluating observed or performed dance (using dance terminology)

performing with artistic expression and a heightened sense of personal phrasing, clearly presenting high and low points

analyzing how movements and structure support the main ideas, theme, or feeling of the dance

performing a dance so that the purpose of the dance in the specific culture or style is clear

analyzing how dances from different cultures or historical periods reflect the values and beliefs of that context

analyzing how dances from different cultures or historical periods reflect the values and beliefs of that context

analyzing the purpose and motivation of the dance in the specific culture or style

generating their own choreography that includes, as appropriate, some of the following: unison, contrast, varied facings, varied groupings, level changes, symmetry and asymmetry, choreographic structures (i.e., beginning, middle, and end; AB or ABA; rondo, canon; call and response), and transitions

evaluating, editing, and revising choreography or performance

using artistic expression and understanding of phrasing to organize performance

designing a movement solution to a self-initiated problem, applying movement elements, skills, and choreographic principles

designing choreography with an identifiable quality, style, or musicality

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.

applying multiple movement elements and skills and choreographic principles in response to a prompt

performing with consistent use of awareness of the body, relationships and space

presenting movement with a clear and strong intention of the body in space, time, weight and flow

practicing, refining, and performing dances of different forms or styles with moderate stylistic fluency

critically analyzing, interpreting, and evaluating observed or performed dance (using dance terminology)

presenting movement with clarity of intention of the body in space, time, weight and flow (force/energy)

performing rhythmic patterns and phrasing and maintaining tempo (when applicable)

generating their own choreography that includes, as appropriate to the dance work and personal or cultural style some of the following: unison, contrast, varied facings, varied groupings, level changes, symmetry and asymmetry, choreographic structures (i.e., beginning, middle, and end; AB or ABA; rondo, canon; call and response), and transitions.

incorporating movement choices to communicate ideas, experiences, feelings, or images

improvising, developing, and refining movement sequences

practicing, refining, and performing different dance forms or styles with a high level of stylistic fluency

demonstrating consistency in performing technical skills that require a great deal of strength, flexibility , agility and coordination as appropriate to the form or style

evaluating, editing, and revising choreography and performance

embedding the complexity of the rhythms throughout the whole body, as required by the dance

demonstrating concentration while performing with awareness of the body, relationships, and space

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

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

improvising and developing movement sequences

demonstrating full commitment to the movement and concept

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

Students analyze and describe music by…

Students evaluate music by…

Students analyze and describe music by…

Students evaluate music by…

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

reading an instrumental or vocal score of up to four staves

using aesthetic criteria to compare and contrast various interpretations of the same work (e.g., "The grave section from the Bach overture was more Romantic than Baroque.")

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

reading a full band, orchestral, or choral score, identifying melody, harmony, accompaniment, bass line, and counter melody

composing original melodies using accepted compositional devices (e.g. melodic variation, diminution, augmentation) or creating accompaniment for original or existing melodies (e.g., harmonizing using diatonic chords, use of triadic harmony)

playing acoustic or electronic instruments in ensembles or music technology settings with musical accuracy

analyzing and describing the use of musical elements and expressive devices in familiar music (e.g., articulation, dynamic markings)

creating a music score using technology that appropriately enhances or contrasts works of selected visual art (e.g., MasterTrax, Finale, iMovie, PowerPoint).

comparing and contrasting the use of form, both past and present, in a varied repertoire of unfamiliar music

accurately and expressively sight-reading music at full ensemble/class performance level

explaining how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts

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

arranging music by manipulating musical elements (e.g., manually or using music software)

explaining ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated

analyzing and identifying the use of form in a varied repertoire of familiar music

singing in upper level ensembles demonstrating independence (e.g., soloist, chamber group, jazz ensemble, all-state/honors group)

analyzing and describing, musical elements in familiar and unfamiliar music

improvising rhythmic and melodic variations on given pentatonic melodies in major or minor keys, or improvise stylistically appropriate harmonizing parts (e.g., guitar or keyboard accompaniments)

using specified criteria to suggest improvement of performance of music (e.g., "If the trumpets listened to the upper woodwinds, a better balance would be achieved.")

arranging music by manipulating specified elements (e.g., changing instruments, voices, time signatures, creating original introductions, codas)

classifying, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification

composing original melodies in extended forms (e.g., complete song forms, theme and variations, sonata form) with accompaniments

presenting a composition using a virtual instrument and digital audio software

accurately and expressively sight-reading music with minimal rhythmic, pitch, and dynamic errors at a grade span below full ensemble/class performance level (e.g., music that might be performed by middle school band/ensemble)

improvising over-chord progressions in and out of diatonic keys using guide tones, scale approaches, and chord-key relationships in an appropriate style

playing in an upper level ensemble demonstrating independence (e.g., soloist, chamber group, all-state/honors group).

developing and applying four specific criteria provided for critiquing music (e.g., dynamics, intonation, tone, and blend: "The clarinets were in-tune with the strings and played with an open-focused sound.")

transcribing simple songs when presented aurally into melodic and rhythmic notation

identifying the sources of various musical genres, tracing the evolution of those genres, and citing well-known musicians associated with them

comparing and contrasting the social function of a variety of music forms in various cultures and time periods

classifying and identifying uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

singing a varied repertoire in a variety of focused ensemble settings with musical accuracy (e.g., SSA, SATB, musical theatre)

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

researching two or more classic character types and analyzing how they have been characterized in theater and comparing the type to famous or infamous actual people, presenting a conclusion

evaluating techniques for their effectiveness and craft (e.g., critiquing actor's performance and the playwright's dialog)

researching, generating, and implementing strategies that enhance the story (e.g., analyzing character's strengths and vulnerabilities and exploiting them in a disciplined and insightful performance)

researching and generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., developing a metaphor of the protagonist's weakness)

presenting researched interpretation and evaluation of a particular playwright's work from a particular period of time or culture and defend the evidence that holds the works together

presenting an improvisation or scripted scene, applying basic dramatic structure (exposition, complication, conflict, crises, climax, and resolution) and including complex characters with unique dialogue that motivates the action

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

Researching cultural and historical references to design and create production elements

researching and evaluating how a particular set designer's visual elements express time, place, and mood (how effectively the set pieces show us we are in a Restoration comedy based on color, shape, line, and placement of set pieces)

researching and evaluating ways that theater, television, electronic media, and film influence their lives in positive and negative ways

evaluating technical elements of theatrical production

developing stage directions for a play or performance based on a script

researching a cultural, philosophical, ethical, or religious issue described in the theater arts and presenting an influenced original work

developing a character as part of an ensemble using vocal characteristics and techniques, posture, movement, and language necessary to perform an effective characterization; showing text analysis and research to include the physical, social, and psychological dimensions of the characters

evaluating dramatic elements of a plot for their effectiveness and cohesiveness

evaluating and applying performance and design techniques to convey evolving ideas, feelings, or meaning (e.g., connecting particular gestures with phrasing to imply a sense of place and social stature and how this behavior evolves as the character's life unravels or in aspects of design or writing)

researching and evaluating major and minor themes and characters and their symbolic representation (i.e., cultural references) from the works of a particular playwright, culture, or period

researching censorship policies and defend conclusion regarding the influence of theater, television, and film

directing a play or performance

analyzing and evaluating a specific career opportunity and determining which learning pathway will lead to that career

researching and evaluating two or more plays or performances that share a common theme, playwright or other aspect, based on analysis of what is seen, heard, and known, to judge its value to humanity and contribution to the theater arts

evaluating the production elements of a school or community play or performance and defend the value (e.g., contracts and unions, costs, lighting, ticket sales, logistical plan)

demonstrating research and synthesis of concepts from literature, the social sciences, or scientific conflict by performing an original dramatization (e.g., Eleanor Roosevelt's platform speech as a candidate for president in the current time)

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

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

evaluating a play or performances based on analysis of what is seen, heard, and known to judge its value and contribution to humanity

Performing, designing, or directing theater pieces in specific theatrical styles (e.g., by such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and Chekhov)

evaluating and applying performance and design techniques to convey contrasting ideas, feelings, or meaning (e.g., utilizing developed skills to effectively perform tragic or comic roles or in aspects of design or writing)

developing and evaluating the effectiveness of stage directions for a play or performance based on a script (e.g., notebook that records reflection and revision throughout the rehearsal process

evaluating and applying historic or cultural techniques to an original story

researching and evaluating a particular playwright's choice of techniques for their effectiveness and craft in two or more of her/his works

demonstrating synthesis of a social or scientific conflict by performing a brief original dramatization (e.g., creationism vs. evolution)

creating and presenting a character as part of an ensemble from classical, contemporary, realistic, or nonrealistic dramatic texts

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

designing and creating designs for a play that enhance the author's intent, based on culture, history, and stage design

writing dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution

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

analyzing two different career opportunities and learning pathways to be a professional artist

designing or creating and analyzing designs that support or enhance the author's intent, based on text analysis and research

researching a culture's expectation and appreciation of the role of the artist in society

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

interpreting and evaluating cultural beliefs and traditions in the theater arts in two cultures and time periods (e.g., Ancient Greece, Commedia dell'arte, Medieval, Classical and Contemporary, Kabuki theater, African-American, Hispanic, Middle Eastern)

analyzing and evaluating a theatrical performance for its effective use of music, dance, or visual arts

analyzing different culture's expectations and appreciation of the role of the artists in society

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 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 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 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…

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

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

evaluating how current popular media, political propaganda, and contemporary artists use visual symbols to represent ideas and values (the visual culture)

researching and evaluating subject matter, symbols and ideas in a work of art or design

selecting and evaluating particular media, tools, and techniques in creation of two- and three-dimensional works of art and design relative to individual visual arts and design focus

researching and evaluating the effectiveness of particular symbols used in current popular media (e.g., a particular advertising campaign directed toward a specific demographic)

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.

evaluating and applying media, techniques, process, and visual arts and design concepts to convey a specific feeling, idea, or meaning in a series of work with a common theme

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

analyzing and evaluating a specific career opportunity in the arts and determining which learning pathway will lead to that career

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

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

evaluating creative elements in the work

researching a culture's expectation and appreciation of the role of the artist in society

researching and evaluating a specific purpose for the making of a particular piece of visual art or design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary)

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

evaluating creative elements in the work

demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., digital, sculpture, found objects, assemblage)

interpreting and evaluating specific qualities about the visual arts and design in two cultures and time periods

demonstrating knowledge of vocabulary of media, techniques, and processes relative to students visual arts and design focus

creating innovative symbols in a series of their own works of art or design and referencing historic or contemporary art

creating innovative symbols in their own works of art or design and referencing historic or contemporary art

generating, applying, revising and evaluating strategies and techniques to address artistic problems in a series of art works

Analyzing the connections between Visual Arts and Design and other disciplines (e.g. ceramics and chemistry, sculpture and physics, designing and engineering)

researching and evaluating subject matter, symbols and ideas in a series of art works by a particular artist or designer to determine artist's progress and influences

applying a variety of selected VAD concepts for two- and three-dimensional works of art and interpreting and evaluating the effects

selecting and evaluating a variety of media, tools, techniques, and processes in creating two- and three-dimensional works of art and design (e.g., digital media, sculpture, found objects, assemblage)

presenting a researched interpretation and evaluation of a particular body of artwork or design from a particular period of time or culture and defending the evidence that holds the artworks together

analyzing two different career opportunities in the arts and learning pathways to be a professional artist

using observation to develop a reasonably accurate visual representation of a variety of shapes, proportionally and in perspective

analyzing different cultures' expectations and appreciation of the role of the artists in society

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

describing subject matter, media, techniques, processes, craftsmanship, and relevant visual arts concepts seen in a work of art or design of student's choosing

evaluating several unique 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)

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., implementing an original renovation design for an area within the school)

presenting and defending research of specific questions relating to the context of how, when, and where a work of art or design was created and the relevance of the work in historic or contemporary social contexts

using observation to develop a highly accurate visual representation of a variety of shapes with accurate proportion and perspective

presenting an evaluation of one's own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter based on the research and analysis of exemplar works of art or design

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

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

researching specific questions relating to social and symbolic context, how, when, and where the work of art or design was created (e.g., What are important symbols of contemporary Latino cultures?)

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

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

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

creating a unique solution for a visual art or design problem (e.g., create a researched blueprint design of a renovation for an area within the school)

evaluating one's 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

applying a variety of selected VAD concepts in a series of two- or three-dimensional works of art, and interpreting and evaluating the effects

Analyzing the connections between Visual Arts and Design and other disciplines

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 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 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 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…

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