W. Va. Code R. § 126-44I-5
Introduction
WVCCRS have been developed with the goal of preparing students for a wide range of high-quality postsecondary opportunities. Specifically, college- and career-readiness refers to the knowledge, skills, and dispositions needed to be successful in higher education and/or training that lead to gainful employment. The WVCCRS establish a set of knowledge and skills that all individuals need to transition into higher education or the workplace, as both realms share many expectations. All students throughout their educational experience, should develop a full understanding of the career opportunities available, the education necessary to be successful in their chosen pathway, and a plan to attain their goals.
WVCCRS for the Arts promote proficiency in performing a range of material or creating two or three dimensional artworks, analyzing and processing feedback, the application of verbal and non-verbal communication, and integrity in responsible collaboration with peers. Students will develop problem solving and critical thinking skills independently and collaboratively as they engage in the common domains of the arts - create, connect, explore, perform, relate, respond, and others germane to specific arts disciplines. College-and career-readiness is supported in the arts as students acquire and further develop abilities to become creators, consumers and advocates of the arts.
Committees of educators from across the state convened to revise the standards. The overarching goal was to build rigorous, relevant and challenging arts education programming that would prepare students for college- and career-readiness. West Virginia educators and representatives from higher education institutions played a key role in shaping the standards to align with research and best practice in the field of arts education. The contribution of these professionals was critical in creating a policy that is meaningful to classroom teachers and appears in a format that can easily be used and understood.
Explanation of Terms
Domains are the broad components that make up a content area; e.g., create, connect, explore, perform, relate, respond are domains found in all arts disciplines.
Create - In the arts, to create is to generate, conceptualize, and express artistic ideas and work. It can include a performance, a composition, and/or a two and three dimensional piece of art.
Connect - In the arts, to connect is to synthesize and relate knowledge and experiences to make art. It can include relating artistic ideas and works with societal, cultural and historical context to deepen understanding.
Explore - In the arts, to explore is to study, analyze, experience, describe and interpret arts disciplines.
Perform - In the arts, to perform is to interpret, develop and refine artistic ideas and works for presentation and study. It can include individual and group efforts.
Relate -In the arts, to relate is to understand the relationship of a single arts discipline to other arts disciplines, other disciplines outside the arts, and to a variety of cultures and historical periods.
Respond - In the arts, to respond is to perceive, interpret, and analyze artistic work giving it meaning. It can include applying criteria to evaluate artistic work.
Others specific to theatre and visual art are: Theatre - scriptwriting, acting, technical theatre, directing, and Visual Art - media, techniques and processes, elements of art and principles of design, subject matter, symbols, and Ideas, art history and diversity, reflection and analysis and multi-disciplinary connections. These content-specific domains are featured in chart form at the beginning of standards in which they appear.
Standards are the expectations for what students should know, understand, and be able to do; standards represent educational goals.
Numbering of Standards
The numbering for each standard is composed of three or four parts, each part separated by a period:
* the content area code (e.g., MU for Music).
* the grade level or high school content area,
* the course level (when applicable), and
* the standard.
Illustration: MU.K-2.1 refers to General Music, grades K-2, standard 1
MU. B.3.22 refers to Band, level III, standard 22.
Abbreviations:
MU - Music
VA - Visual Art
DA - Dance
TH- Theatre
The following four arts disciplines are:
Music education
Music education provides students with opportunities to explore the world of music through singing, playing instruments, moving, and listening and to develop skills to perform, create, and appreciate music. Civic literacy is developed in music education through the study of patriotic and folk music. In addition, global awareness will be introduced to the student through experiencing the music of other cultures. Collaboration skills will be emphasized as students learn to perform with others in various ensembles. Critical-thinking skills will be sharpened as students actively listen and respond to what they hear. Creativity and problem-solving skills will be developed through simple composition and improvisation. Students will relate music to other disciplines, including literature, math, science, and visual art.
Visual Art education
The study of visual art provides students with the skills to appreciate and create and visual art. In visual art, students explore the world of art through subject matter that centers on the student's own environment, allowing them to express feelings and ideas using a variety of media and tools. Communication skills are developed as students discover how to communicate through art and to discuss their own creations. Technical expertise is honed as they learn to use tools properly for drawing, painting, printing, and sculpture. As they develop their artistic sensibilities, students will build upon their knowledge of the elements and principles of visual art to investigate more complex concepts of artistic design. Civic literacy is developed as subject matter expands from personal to the community, environment, nature and other cultures, and an understanding of connections between the arts and other disciplines is formed.
Dance education
The study of dance provides students with the skills to perform, create, and appreciate dance. Students will experience a variety of dance concepts, ideas, and techniques. Advancing personal knowledge of a variety of dance concepts, ideas, and techniques, students develop as dance artists. In dance education, students evaluate personal actions, commitment, and discipline necessary to achieve dance goals discovering an individual voice as an artist performer. Health literacy is developed as students identify strategies and approaches which can ensure the health and care of the dancer's instrument (body). Civic literacy is developed as students explore the influence of culture, historical period, and context on the creation and interpretation of dance.
Theatre education
The study of theatre provides students with the skills to perform, create, and appreciate theatre. In theatre, students study, adapt, and create stories for performance; identify contemporary styles of theatre/drama and depict characters in them; identify elements of technical theatre; and demonstrate technical theatre knowledge and skills. Communication and collaboration skills are developed as students discuss multiple interpretations for production ideas and collaborate to uncover how the non-dramatic art forms enhance a theatre production. Through exploration of diverse texts, students will study the influence of culture, historical period, and context on the creation and interpretation of theatre.
General Music - Grades K-8
The sequential program of music study will include, but not be limited to, general music kindergarten through eighth grade. Sufficient time should be allotted for students to achieve the General Music Standards. A quality music program brings richness to the school curriculum; therefore, it is recommended that schools provide more than a sufficient amount of time for the delivery of the music curriculum. The standards are written to maximize teacher flexibility and creativity in delivering quality music instruction to all students.
Performing | Exploring |
* Sing, alone and with others, a varied repertoire of music. * Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music * Listen to, analyze, and describe music * Evaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations, and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationships between music, the other arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
General Music - Grades K-2
In General Music - K-2, students will explore the world of music through singing, playing instruments, moving and listening. They will develop a beginning recognition of simple music notation and an awareness of the singing voice. Opportunities will be provided to sing patriotic and folk songs that support civic literacy. In addition, global awareness will be introduced to the student through experiencing the music of other cultures. Collaboration skills will be emphasized as students begin to sing and perform on instruments with others. Critical-thinking skills will be sharpened as students actively listen and respond to what they hear. Creativity and problem-solving skills will be developed through simple composition and improvisation. Students will begin relating music to other disciplines, including literature, math, science, and visual art.
Performing
MU.K-2.1 | Participate in a variety of singing. |
MU.K-2.2 | Echo and perform rhythms. |
MU.K-2.3 | Communicate by moving expressively to music (e.g., tempo, accent, form, instrumentation and varied pitches). |
MU.K-2.4 | Perform an accompaniment (e.g., rhythm, melodic instruments, or body percussion). |
Exploring
MU.K-2.5 | Demonstrate, with appropriate guidance, knowledge of music contrasts (e.g., high/low, beat, melodic contour, tonality and meter) in music from a variety of cultures selected for performance. |
MU.K-2.6 | Analyze selected music, read, and perform rhythmic and/or melodic patterns using iconic or standard notation. |
MU.K-2.7 | Identify musical instruments from a variety of ensembles and cultures. |
MU.K-2.8 | Discuss appropriate musical terminology. |
Creating
MU.K-2.9 | Explore and/or create musical ideas through a variety of medium, with appropriate guidance. |
MU.K-2.10 | Explain and/or demonstrate musical ideas/devices that represent expressive intent. |
Relating
MU.K-2.11 | Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes. |
MU.K-2.12 | Sing, perform, and relate West Virginia songs to West Virginia history and West Virginia geography. |
MU.K-2.13 | Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life. |
MU.K-2.14 | Compare and contrast personal and expressive preferences in the evaluation and active listening of music for specific purposes. |
General Music - Grades 3-5
In General Music - 3-5, students will develop further independence in the use of the singing voice. Terms will be added to the basic music vocabulary for continued music literacy. Through the use of the voice, classroom instruments and body percussion, students' creativity and problem-solving skills will be further developed as they improvise and compose rhythms and melodies. Critical-thinking skills will be refined by evaluating personal musical performances and the performances of others. Global awareness will be expanded through performing and listening to music of other cultures. Students will continue to collaborate with others in classroom ensembles. Students will relate music to other disciplines by singing songs in foreign languages and examining the correlation of music with history and visual art.
Performing
MU.3-5.1 | Demonstrate singing a variety of musical styles. |
MU.3-5.2 | Demonstrate understanding of the structure and the elements of music (e.g., rhythm, pitch, form, and harmony) in music for selected performances. |
MU.3-5.3 | Read and perform music using standard notation. |
MU.3-5.4 | Demonstrate a variety of tempi and form through movement. |
MU.3-5.5 | Perform music following the cues of a conductor. |
MU.3-5.6 | Demonstrate and explain intent through interpretive decisions and expressive qualities (e.g., dynamics, tempo, timbre, and articulation/style). |
Exploring
MU.3-5.7 | Identify aurally and visually a variety of instruments, vocal timbres, and music ensembles. |
MU.3-5.8 | Demonstrate understanding of musical concepts through the use of standard and/or iconic notation and/or recording technology. |
MU.3-5.9 | Read and notate from the grand staff. |
MU.3-5.10 | Discover a variety of expressive qualities (e.g., dynamics, phrasing, articulation, form, and tempo) relating to musical performance. |
MU.3-5.11 | Analyze and understand appropriate tone production for instruments and voices. |
Creating
MU.3-5.12 | Improvise rhythmic, melodic, and harmonic ideas, and explain connections to specific purpose and context (e.g., social, cultural, and historical). |
MU.3-5.13 | Generate musical ideas (e.g., rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes. |
MU.3-5.14 | Create rhythmic and melodic ideas based on varied music forms. |
Relating
MU.3-5.15 | Demonstrate and interpret the influence of personal interest, knowledge, and context and technical skill on music selection. |
MU.3-5.16 | Relate contextual influence (e.g., social, cultural, and historical) to music performances. |
MU.3-5.17 | Sing, perform, and relate West Virginia songs to West Virginia history and West Virginia geography. |
MU.3-5.18 | Compare and contrast personal and expressive preferences in the evaluation and active listening of music for specific purposes, citing evidence from the elements of music. |
MU.3-5.19 | Apply teacher-provided, collaboratively-developed, and/or established criteria and feedback to evaluate accuracy of ensemble and personal performances. |
MU.3-5.20 | Demonstrate connections between music and other arts, other disciplines, varied contexts, and daily life. |
MU.3-5.21 | Explore life skills relevant to musical careers. |
General Music - Grades 6-8
In General Music - 6-8, students will continue to build proper singing technique. Student creativity and problem-solving will be demonstrated through interpretation, improvisation, and composition of music. Students will increase their civic literacy through singing both patriotic songs and the songs of West Virginia. Global awareness will be further expanded through performing and listening to music of other cultures. Students will explore the role of the musician in society and careers in music. Students will relate music to other disciplines through the study of acoustics and the study of history as it relates to the evolution of musical style.
Performing
MU.6-8.1 | Sing songs and/or play instruments, including major and/or minor melodies, and in unison and/or two-part harmony. |
MU.6-8.2 | Play major/minor chords |
MU.6-8.3 | Perform, explore, and characterize music in a variety of styles and genres, (e.g., classical, global, jazz). |
Exploring
MU.6-8.4 | Aurally identify soprano, alto, tenor, and bass voices. |
MU.6-8.5 | Aurally distinguish between major and minor tonalities. |
MU.6-8.6 | Visually and aurally identify musical instruments. |
MU.6-8.7 | Read rhythmic patterns in multiple meters (e.g., 2/4, 4/4, 3/4, and 6/8,) |
MU.6-8.8 | Read notation for bass and treble clef, including grand staff notation. |
MU.6-8.9 | Follow a music score and interpret music form, tempo/dynamics, DC, DS, first and second endings, and any modulations. |
MU.6-8.10 | Evaluate vocal and instrumental performances. |
Creating
MU.6-8.11 | Improvise on percussion instrument (e.g., drum circle or percussion ensemble). |
MU.6-8.12 | Compose a piece in 2/4, 3/4, 4/4, or 6/8 meters. |
MU.6-8.13 | Improvise on a melodic instrument (e.g., ii - V - I; - Blues). |
MU.6-8.14 | Compose a melody using major or minor tonalities. |
Relating
MU.6-8.15 | Develop civic literacy by singing and relating West Virginia songs to West Virginia history and geography. |
MU.6-8.16 | Discuss the evolution of musical styles, including relationships to historical events. |
MU.6-8.17 | Examine the science of acoustics. |
MU.6-8.18 | Use information and communication technology to examine the financial, economic, business, and entrepreneurial aspects of music careers. |
MU.6-8.19 | Discuss and demonstrate social responsibility through appropriate audience behavior in a given setting. |
The following music courses are arranged by level. Levels identify mastery of standards. Some students may need to spend additional time in one or more level(s). Counties may continue to offer individual courses for each grade in 6-8, 9-12 and lower levels where appropriate.
ANCILLARY
Ancillary Standards provide opportunities for students in grades K-12 to experience making and creating music beyond the traditional choral, instrumental, and string electives. Opportunities prevail to provide instruction in specific instruments or the creation of ensembles which can be characteristic of cultures, genres, and styles. Previous standards in piano and guitar provided a blueprint for these ancillary standards.
A variety of non-traditional ensembles having a proprietary definition can surface. These are called X Ensembles. Examples of X-Ensembles include, but are not limited to: rock band, steel band, handbells, percussion ensembles, Off ensembles, ukulele ensembles, mariachi band, bluegrass band, technology based ensembles, strolling strings, and world music and ethnic music ensembles.
The Ancillary Standards include Guitar, Piano, and X Ensembles.
Performing | Exploring |
* Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe music. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationships between music, thearts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Guitar Level I - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. In Guitar Level I, students will begin a basic study of guitar. Students will learn the correct wrist, hand, and body positions, block and broken chord patterns, cadences using I, IV, and V chords, and simple pieces. Sight-reading rhythms and notes in treble clef will be practiced and evaluation skills will be developed.
Performing
MU.AG.1.1 | Maintain a steady beat. |
MU.AG.1.2 | Demonstrate correct hand and body positions to play guitar. |
MU.AG.1.3 | Show appropriate tuning techniques. |
MU.AG.1.4 | Perform basic strumming and plucking techniques for chords and melodies. |
MU.AG.1.5 | Perform chords in a variety of major and minor keys in I-IV-V progressions. |
MU.AG.1.6 | Perform basic songs, including finger packing of melodies and appropriate chordal accompaniment of a melody, in meters of 2, 3, and 4. |
Exploring
MU.AG.1.7 | Read a variety of notation to include chord charts, standard notation, and tablature, in a variety of keys and meters. |
MU.AG.1.8 | Interpret a variety of symbols, including but not limited to, repeat signs, multiple endings, D.S. or D.C. al fine, ties, dynamic abbreviations, fermata, double bar. |
MU.AG.1.9 | Play and sing melodies from a lead sheet while performing chordal accompaniment. |
MU.AG.1.10 | Identify the parts of the guitar and their function. |
MU.AG.1.11 | Listen to and analyze a piece of music using appropriate technical vocabulary examining form, dynamics, tempo, range, tonality, modulations, dynamics, and tone. |
MU.AG.1.12 | Evaluate aspects of their own performance. |
Creating
MU.AG.1.13 | Improvise rhythmic and melodic variations. |
MU.AG.1.14 | Improvise a chordal accompaniment utilizing both up and down strokes appropriate to a given melody. |
Relating
MU.AG.1.15 | Identify prolific classical guitarists and discuss their technique using appropriate vocabulary. |
MU.AG.1.16 | Research the global origin of the guitar and related instruments. |
MU.AG.1.17 | Research and/or collect examples of exemplary guitar technique across a variety of styles. |
MU.AG.1.18 | Describe how sound is produced on a string instrument and relate this to the science of acoustics. |
Guitar Level II -Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. In Guitar Level II, students will continue the study of guitar. Students will refine playing techniques, practice major and minor scales and cadences, and compose a melody with accompaniment. Music reading and evaluation skills will be expanded. The various roles of guitar and guitarists will be examined.
Performing
MU.AG.2.1 | Expand beyond level one skills to include advanced strumming, plucking, and finger picking techniques (e.g. hammer on, pull, bend, harmonics, tremolo, mute). |
MU.AG.2.2 | Expand use of different key signatures, meters, tempi, and contrasting dynamics. |
MU.AG.2.3 | Perform songs outside the basic I-IV-V chord progressions that use more advanced chords |
MU.AG.2.4 | Refine performance of ensemble playing (e.g. plucking duets or trios). |
Exploring
MU.AG.2.5 | Expand reading and notation skills, including more advanced chord charts, tablature, and standard notation. |
MU.AG.2.6 | Interpret more advanced notation symbols, including fermata, accents, tempo change and dynamic changes (e.g. accelerando, crescendo, decrescendo). |
MU.AG.2.7 | Expand sight reading skills to include melodies and chords in a greater number of major and minor keys. |
MU.AG.2.8 | Play familiar melodies by ear. |
Creating
MU.AG.2.9 | Improvise a melody to match a chordal accompaniment using familiar melodic patterns. |
MU.AG.2.10 | Create an advanced strumming pattern (including down and up strums, mutes) to accompany a familiar melody. |
MU.AG.2.11 | Transpose a familiar melody and chord progression into a different key signature. |
Relating
MU.AG.2.12 | Discuss guitar works that have been inspired by works of visual art. |
MU.AG.2.13 | Relate musical style genres to periods and events in history. |
MU.AG.2.14 | Research a piece of well-known classical guitar literature and its composer, investigating in particular the compositional motives and intention. |
MU.AG.2.15 | Listen to and discuss West Virginia guitarists (e.g. Ryan Kennedy, Kathy Mattea, Brad Paisley, Bill Withers). |
MU.AG.2.16 | Compare guitar techniques to those of other string instruments (e.g. ukulele, mandolin, dobro, lute). |
Piano Level I - Grades 6-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Level I piano standards are written for students beginning the basic study of the piano. Typically, these students have never studied an instrument or have had minimal musical training. Students learn correct wrist, hand, and body positions in playing major scales, block and broken chord patterns, cadences using I, IV, and V chords, and simple pieces. Students accompany simple melodies with broken chords. Sight-reading in treble and bass clefs are practiced and self-evaluation skills are developed.
Performing
MU.AP.1.1 | Maintain a steady beat. |
MU.AP.1.2 | Demonstrate correct hand and body positions to play piano. |
MU.AP.1.3 | Perform repertoire at a beginner level, which includes block and broken chord patterns, major scales, contrasting dynamics, chordal accompaniment, dynamic changes, simple duets, and a variety of articulations (staccato, legato, etc.) |
MU.AP.1.4 | Perform a variety of rhythmic patterns in tempo, to include (but not limited to) whole, half, quarter, and eighth notes and rests, and their dotted forms |
Exploring
MU.AP.1.5 | Identify notes in the grand staff. |
MU.AP.1.6 | Read and notate a variety of rhythms in a variety of meters, including 2/4, 3/4, and 4/4. |
MU.AP.1.7 | Visually identify stepwise motion, skip wise motion, and a variety of key signatures. |
MU.AP.1.8 | Identify and discuss a variety of music components and nuances including bar lines, measures, accidentals, repeat signs, phrase markings, D.C. al fine, D. S., the physical structure and function of the piano. |
MU.AP.1.9 | Sight read simple melodies. |
MU.AP.1.10 | Evaluate aspects of their own performance (e.g. correct pitch, rhythm, dynamics). |
Creating
MU.AP.1.11 | Harmonize a simple melody using I, IV, and V7 chords. |
MU.AP.1.12 | Improvise a short melody within specified guidelines. |
MU.AP.1.13 | Compose a block chord accompaniment using I, IV, and V7 chords. |
Relating
MU.AP.1.14 | Discuss the science of acoustics in relation to the piano (e.g., different lengths of strings and different thickness of strings produce different pitches). |
MU.AP.1.15 | Research the history of the piano and related instruments. |
MU.AP.1.16 | Discuss concert etiquette for the audience member and the performer. |
MU.AP.1.17 | Discuss whether or not the piano is a member of either the percussion, string or the chordophone family. |
Piano Level II - Grades 6-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Level II piano standards are written for students continuing the study of piano. Students refine playing techniques, practice major and minor scales and cadences, and compose a melody with accompaniment. Music literacy and evaluation skills are expanded. Various roles of keyboard musicians are examined.
Performing
MU.AP.2.1 | Expand beyond level one skills to include rhythms with sixteenths, dotted quarters, and related rests; block and broken chord patterns and chordal accompaniments in additional key signatures, and major scales in additional key signatures. |
MU.AP.2.2 | Expand use of contrasting dynamics (e.g. mezzo piano, fortissimo, sforzando). |
MU.AP.2.3 | Perform using the damper pedal in legato passages. |
MU.AP.2.4 | Refine performance of piano duets. |
Exploring
MU.AP.2.5 | Expand reading and notation skills in the grand staff, including sixteenth notes, dotted quarters, and rests. |
MU.AP.2.6 | Interpret fermatas, accents, tempo markings (e.g. "adagio" or quarter note =60). |
MU.AP.2.7 | Read and demonstrate basic syncopation. |
MU.AP.2.8 | Expand sight-reading skills, using both hands together at an appropriate level of difficulty. |
Creating
MU.AP.2.9 | Improvise a simple melody over given I, IV, and V7 chords. |
MU.AP.2.10 | Continue to accompany melodies using I, IV, and V7 chords in different keys. |
MU.AP.2.11 | Compose a short melody using proper phrase structure (antecedent/consequent) and phrase techniques. |
Relating
MU.AP.2.12 | Explore community opportunities for pianists. |
MU.AP.2.13 | Identify various roles that keyboard musicians perform. |
MU.AP.2.14 | Research electronic keyboards/ synthesizers and the role they play in popular music. |
MU.AP.2.15 | Compare the characteristics of a piece of piano music and another art form including the basic content of each (e.g., unity, variety, repetition and contrast). |
Piano Level III - Grades 6-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Level III piano standards are written to continue the refinement of playing and sight-reading skills. Students explore accompaniments and compositions in major and minor keys, extend evaluation, improvisation and composition skills and explore West Virginia pianists and composers. Students investigate relationships between piano literature and visual art.
Performing
MU.AP.3.1 | Continue to refine major scales and arpeggios by increasing tempo and extending to two octaves. |
MU.AP.3.2 | Perform minor scales and chords. |
MU.AP.3.3 | Perform pieces in both major and minor keys that include a wide variety of rhythms and dynamic ranges. |
MU.AP.3.4 | Perform a graded solo |
Exploring
MU.AP.3.5 | Sight-read at an appropriate level. |
MU.AP.3.6 | Listen to, study, analyze and discuss piano works in different styles and genres, with particular regard musical form (e.g. rondo, AB form, piano sonata). |
MU.AP.3.7 | Rotate key signatures in order of sharps and flats. |
MU.AP.3.8 | Play cadences including I, IV, and V chords in all studied major keys. |
MU.AP.3.9 | Evaluate their own musicianship to include phrasing, dynamics, rhythm, articulation, expression, and technique. |
MU.AP.3.10 | Transpose by notating a simple piece in a closely related key |
MU.AP.3.11 | Continue to refine reading ornamental markings (e.g. grace notes, trill, turn, appoggiatura). |
Creating
MU.AP.3.12 | Collaborate to compose a piece incorporating correct phrases, I, IV, V cadences, and within a given form. |
MU.AP.3.13 | Improvise short melodies including steps and skips over specified chord progression. |
MU.AP.3.14 | Play cadences using major/minor I, IV, V, I chord patterns and improvise over such cadences. |
MU.AP.3.15 | Compose a short melody and experiment with variations on such melody. |
MU.AP.3.16 | Compose an individual work within specified guidelines. |
Relating
MU.AP.3.17 | Relate musical styles/genres to periods and events in history. |
MU.AP.3.18 | Discuss piano works that have been inspired by works of visual art. |
MU.AP.3.19 | Listen to and discuss West Virginia pianists/composers, (e.g., George Crumb, David Williams, Bob Thompson). |
MU.AP.3.20 | Compare piano techniques to those of other keyboard instruments (e.g., organ, electronic keyboards, celesta). |
MU.AP.3.21 | Research a piece of piano music, the composer, and investigate the composer's internet (e.g. motive and/or inspiration behind composing the piece). |
X-Ensemble Level I - Grades 6-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Level I X-Ensemble standards are written for beginning study of basic skills and techniques. Students build good techniques, practice scales and cadences, explore reading rhythms and notation, and perform basic accompaniments. Music literacy and evaluation skills are expanded. The various roles of musicians are explored and identified.
Performing
MU.AX.1.1 | Maintain a steady beat in performance and practice. |
MU.AX.1.2 | Demonstrate correct posture and body positioning. |
MU.AX.1.3 | Perform a variety of repertoire including contrasting dynamics, tempi, and rhythms in simple meter. |
MU.AX.1.4 | Cultivate good tone quality specific to their instrument. |
Exploring
MU.AX.1.5 | Identify notes in the grand staff. |
MU.AX.1.6 | Read and notate a variety of rhythms in both duple and triple meters. |
MU.AX.1.7 | Visually identify different types of melodic motion and harmonic texture. |
MU.AX.1.8 | Identify and discuss a variety of notation elements, including bar lines, measures, accidentals, key signatures, phrase markings, repeat signs, D.C. al fine, D.S., coda. |
MU.AX.1.9 | Sight read appropriate literature. |
MU.AX.1.10 | Evaluate aspects of their own performance (e.g. correct rhythms, pitch, dynamics) |
Creating
MU.AX.1.11 | Improvise rhythmic and melodic variations. |
MU.AX.1.12 | Improvise an accompaniment for a familiar melody |
Relating
MU.AX.1.13 | Identify standout players of their instrument. |
MU.AX.1.14 | Research the origin of their instrument and related instruments. |
MU.AX.1.15 | Research and/or collect examples of exemplary instrumental technique across a variety of styles. |
MU.AX.1.16 | Describe how sound is produced on their instrument and relate this to the science of acoustics. |
X-Ens emble Level II - Grades 6-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Level II X-Ensemble standards are written for students continuing the study of the ensemble beyond entry level to a higher (advanced) level. Students refine their playing technique, practice major and minor scales and cadences, and compose basic melodies and accompaniments. Music reading and evaluation skills are expanded as appropriate. The various roles of musicians are examined.
Performing
MU.AX.2.1 | Expand rhythmic knowledge beyond level one skills to include syncopation. |
MU.AX.2.2 | Expand use and knowledge of contrasting dynamics and dynamic changes. |
MU.AX.2.3 | Perform and interpret more advance meters including compound and mixed. |
MU.AX.2.4 | Refine performance skills with proper posture and technique. |
Exploring
MU.AX.2.5 | Expand reading and notation skills on the grand staff |
MU.AX.2.6 | Interpret more advanced notational symbols (e.g. fermata, accents, tempo change and dynamic changes). |
MU.AX.2.7 | Refine sight reading skills. |
Creating
MU.AX.2.8 | Improvise and/or compose a melody to match a chordal accompaniment using familiar melodic and rhythmic patterns. |
Relating
MU.AX.2.9 | Discuss pieces of music that have been inspired by works of visual art. |
MU.AX.2.10 | Relate musical style genres to periods and events in history. |
MU.AX.2.11 | Research a piece of well-known literature and its composer, investigating in particular the compositional motives and intention. |
MU.AX.2.12 | Listen to and discuss West Virginia musicians. |
MU.AX.2.13 | Compare techniques to those of similar instruments. |
Band Levels I - II -III
The sequential program of band will include three levels of instrumental music study. Sufficient time should be allotted for students to achieve the band standards at each level. Outstanding music programs bring richness to the school curriculum; therefore, it is highly recommended that schools provide more than a sufficient amount of time for the delivery of the instrumental music curriculum. The standards are written in a way to maximize teacher expertise on band instruments and creativity in delivering quality instruction.
Performing | Exploring |
* Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe music * Evaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationship between music, the other (strings) arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Band Level I - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Band - Level I, students will begin a basic and introductory study of a band instrument. These students are at the elementary school level, but due to delayed entry into band or differences in scheduling, they could be at the middle or high school level. Students will learn basic playing skills and performance criteria and will begin exploring relationships between music and other disciplines.
Performing
MU.B.1.1 | Show proper instrument assembly, maintenance, hygiene and cleaning. |
MU.B.1.2 | Perform beginning level music demonstrating appropriate pitch, rhythm, tone quality, intonation, and technique. |
MU.B.1.3 | Perform beginning level music demonstrating rhythm, melody, and harmony. |
MU.B.1.4 | Demonstrate music reading skills where appropriate. |
MU.B.1.5 | Identify and demonstrate expressive qualities through performance. |
MU.B.1.6 | Critique using self-reflection and peer review to refine performance. |
MU.B.1.7 | Demonstrate an awareness of technical, expressive, and contextual qualities through performance. |
MU.B.1.8 | Play scales and melodies in appropriate keys. |
Exploring
MU.B.1.9 | Identify characteristic tone quality of instruments used in the ensemble. |
MU.B.1.10 | Demonstrate a working knowledge of basic music theory skills including appropriate written notation, rhythm, and form. |
MU.B.1.11 | Interpret expressive symbols (e.g. phrase markings, dynamics, articulation, tempo). |
MU.B.1.12 | Describe how understanding context and the way the elements of music are manipulated influence the response to music. |
MU.B.1.13 | Analyze individual and group performances. |
MU.B.1.14 | Demonstrate how knowledge of the characteristics of the music influence the context of the performance. |
Creating
MU.B.1.15 | Improvise, compose, or arrange music within specified guidelines. |
MU.B.1.16 | Share personally developed melodic and rhythmic ideas individually or as an ensemble. |
MU.B.1.17 | Play and embellish rhythmic and melodic patterns within a given meter and tonality. |
MU.B.1.18 | Create a response to rhythmic and melodic patterns performed by the teacher. |
Relating
MU.B.1.19 | Relate rhythmic subdivision to simple mathematics. |
MU.B.1.20 | Demonstrate an awareness of musical context through prepared and improvised performances. |
MU.B.1.21 | Identify and describe the effect of interest, experience, analysis, and the evaluation of music. |
MU.B.1.22 | Develop civic and global understandings through patriotic selections, world and folk songs. |
MU.B.1.23 | Discuss social responsibility through appropriate audience behavior. |
MU.B.1.24 | Demonstrate social responsibility through appropriate audience behavior in a given setting. |
Band Level II - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards and learning skills. In Band - Level II, students will advance beyond the beginning study of a band instrument. These students are at the middle school or junior high level, but some may be advanced elementary students or high school students who have not progressed to an advanced level. Students will continue to develop basic playing skills. They will learn additional notes, fingerings and more rhythmic variations in notation. Students will further develop articulation, rhythmic interpretation, and self-evaluation skills. Students will learn basic ensemble techniques and sight-reading.
Performing
MU.B.2.1 | Demonstrate characteristics of proper ensemble playing, e.g., balance, blend, intonation. |
MU.B.2.2 | Perform graded band music using appropriate expression, articulation, tone production, and posture. |
MU.B.2.3 | Play music in a variety of tonalities, utilizing major, minor, and chromatic scales. |
MU.B.2.4 | Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances. |
MU.B.2.5 | Develop accountability and personal productivity through practice habits. |
Exploring
MU.B.2.6 | Identify and demonstrate conducting patterns in 2, 3 and 4. |
MU.B.2.7 | Analyze individual and group performances. |
MU.B.2.8 | Perform music in simple and compound meters. |
MU.B.2.9 | Interpret dynamic markings, tempo changes, musical terminology. |
MU.B.2.10 | Identify key changes, form, and complex rhythms. |
MU.B.2.11 | Sight read in major key(s). |
MU.B.2.12 | Explain how tempo terms relate to metronome markings. |
Creating
MU.B.2.13 | Compose and improvise simple melodies using the first five notes of a major scale. |
MU.B.2.14 | Create a response to a melodic pattern performed by the teacher. |
MU.B.2.15 | Improvise a variation on a melody. |
Relating
MU.B.2.16 | Relate rhythmic subdivision to simple mathematics. |
MU.B.2.17 | Analyze and perform music from different genres, styles, global cultures and historical periods. |
MU.B.2.18 | Expand civic and global understandings through patriotic selections. |
MU.B.2.19 | Examine musical careers. |
MU.B.2.20 | Demonstrate social responsibility through appropriate audience behavior. |
MU.B.2.21 | Demonstrate social responsibility through appropriate audience behavior in a given setting. |
Band Level III - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Band - Level III, students will Level III Band standards will continue to refine playing skills and study various composers, compositions, and styles. These students are at the high school level, but some may be an advanced middle school or junior high student. They will learn to play in more keys, use ornamentation, and perform with more articulation and precision. Students will study the formal structures and elements of music and will learn how these are used by composers. Students will learn about the historical context of the music performed, especially American music.
Performing
MU.B.3.1 | Demonstrate various articulation and ornamentation. |
MU.B.3.2 | Perform appropriately graded music that exhibits tempo, dynamic, and meter changes. |
MU.B.3.3 | Perform conducted changes to tempo and style. |
MU.B.3.4 | Refine ensemble skills through accountability and personal practice habits. |
MU.B.3.5 | Play and notate major and minor scales and arpeggios up to four sharps and four flats. |
Exploring
MU.B.3.6 | Sight-read melodies in major and minor keys up to four sharps and four flats. |
MU.B.3.7 | Perform a piece using non-standard notation symbols. |
MU.B.3.8 | Identify and interpret musical symbols, terminology, dynamic changes, and odd and/or mixed meter. |
MU.B.3.9 | Describe how the elements of music are used in a given work to make it unique while eliciting an emotional response. |
MU.B.3.10 | Identify counter melodies. |
MU.B.3.11 | Develop criteria to use when evaluating musical performances. |
MU.B.3.12 | Self-evaluate and peer-evaluate student performances based upon intonation, Articulations, rhythms, and tone quality using provided and self-created rubrics. |
MU.B.3.13 | Explore various musical selections through analyzing musical era, form, style. |
Creating
MU.B.3.14 | Create melodic variations on a given melody. |
MU.B.3.15 | Perform an improvisational solo (e.g., jazz, blues, aleatoric). |
MU.B.3.16 | Compose, notate, and perform a melody. |
Relating
MU.B.3.17 | Explain the acoustical properties of particular instruments. |
MU.B.3.18 | Identify and compare musical characteristics of a variety of genres, styles, historical periods and cultures. |
MU.B.3.19 | Discuss how the elements of music compare with those of the other arts. |
MU.B.3.20 | Analyze and explain how the elements of music can be used to evoke feelings. |
MU.B.3.21 | Determine and list notable American and West Virginia composers and musicians. |
MU.B.3.22 | Demonstrate social responsibility through appropriate audience behavior in a given setting. |
MU.B.3.23 | Develop civic literacy through the performance of the National Anthem and other patriotic selections. |
MU.B.3.24 | Analyze and explain the style and historical context of American music selections. |
Choral Levels I - II - III - Grades 6-12
The sequential program of choral music (choir) will include three levels of study in choral music education. Sufficient time should be allotted for students to achieve the choral standards at each level. Outstanding music programs bring richness to the school curriculum; therefore, it is highly recommended that schools provide more than a sufficient amount of time for the delivery of the choral music curriculum. The standards are written in a way to maximize teacher expertise in singing and choral ensemble pedagogy and creativity in delivering quality instruction.
Performing | Exploring |
* Sing, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, and describe music * Evaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationship between music, the arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Choral Level I- Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Choral Level I, students will begin the study of voice and choral music. Students will learn basic singing skills and performance criteria and begin exploring relationships between music and other disciplines.
Performing
MU.C.1.1 | Sing scales and a variety of vocal warm-ups. |
MU.C.1.2 | Sing music with various dynamic levels. |
MU.C.1.3 | Sing a variety of songs (e.g., choral literature and singing styles). |
MU.C.1.4 | Sing with proper vocal technique (e.g., posture, breath support, pitch). |
MU.C.1.5 | Sing a variety of accents and articulations |
MU.C.1.6 | Demonstrate proper ensemble singing characteristics (e.g., balance, blend, sense of ensemble). |
MU.C.1.7 | Develop personal productivity through practice habits. |
Exploring
MU.C.1.8 | Read and sing literature containing various notations, e.g., rhythms, pitches, clefs, articulations and dynamics. |
MU.C.1.9 | Identify and note various meters, dynamics, rhythm and tempo markings (basic and syncopated. |
MU.C.1.0 | Aurally identify major and minor tonalities. |
MU.C.1.11 | Visually and aurally identify musical phrases and various forms (e.g. AB or ABA) |
MU.C.1.12 | Identify voice classifications (e.g., Soprano, Alto, Tenor, Bass). |
MU.C.1.13 | Listen to and evaluate models of quality choral performances. |
MU.C.1.14 | Visually and aurally identify intervals (e.g., steps, skips, leaps). |
MU.C.1.15 | Interpret musical symbols (e.g., bar lines, measures, ties, accidentals fermata, repeat sign, D.C al Fine, D.S. al Fine and multiple endings). |
Creating
MU.C.1.16 | Improvise a melodic or rhythmic response. |
MU.C.1.17 | Create new lyrics for a known melody. |
MU.C.1.18 | Collaborate to compose a vocal warm-up. |
Relating
MU.C.1.19 | Identify physical and anatomical characteristics of vocal tone production. |
MU.C.1.20 | Explain how the text affects choral interpretation. |
MU.C.1.21 | Describe the stylistic differences of selected global choral literature. |
MU.C.1.22 | Discuss the role of the conductor and accompanist. |
MU.C.1.23 | Relate note values to fractions in mathematics. |
MU.C.1.24 | Discuss social responsibility through appropriate concert etiquette. |
Choral Level II- Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Choral Level II, students will advance beyond the beginning study of voice. Students will continue to build on previously studied skills, learn additional choral techniques and more defined singing styles. They will continue to develop an expanded singing range and refine ensemble singing, sight-reading and self-evaluation skills.
Performing
MU.C.2.1 | Sing a variety of music with more than one voice part that includes a variety of rhythms, meter, dynamics, tempi, articulations, tonalities, and styles. |
MU.C.2.2 | Sing songs in a variety of global languages. |
MU.C.2.3 | Sing with expression that is consistent with the interpretation of the text. |
MU.C.2.4 | Refine, apply and build vocal technique through warm-ups of warm-ups. |
MU.C.2.5 | Sing a cappella music. |
MU.C.2.6 | Refine characteristics of ensemble singing, e.g., balance, blend, styles and intonation. |
MU.C.2.7 | Develops accountability and personal productivity through practice habits. |
Exploring
MU.C.2.8 | Expand singing and exploration of various meters, tempo markings and rhythms (e.g., syncopation, compound meters). |
MU.C.2.9 | Explain and explore major and minor tonalities. |
MU.C.2.10 | Identify and sing intervals form advanced notation (e.g., major, minor, perfect, augmented, diminished). |
MU.C.2.11 | Identify and vocally apply musical terms, expression marks and symbols. |
MU.C.2.12 | Identify the melodic and harmonic parts in a vocal piece. |
MU.C.2.13 | Sight-sing simple melodies. |
MU.C.2.14 | Identify musical phrases and forms. |
MU.C.2.15 | Discuss differences in singing various styles of music. |
MU.C.2.16 | Evaluate live and recorded performances of themselves and others. |
Creating
MU.C.2.17 | Improvise a melodic or rhythmic response. |
MU.C.2.18 | Create lyrics for a multi-section song (e.g., AB, ABA). |
MU.C.2.19 | Compose a vocal warm-up. |
Relating
MU.C.2.20 | Use information and communication technology to examine musical careers. |
MU.C.2.21 | Discuss the historical and global origins of a choral work. |
MU.C.2.22 | Discuss the anatomy of the human voice and how it affects vocal tone production. |
MU.C.2.23 | Discuss and demonstrate social responsibility through appropriate concert etiquette. |
MU.C.2.24 | Discuss the literary merits of choral texts. |
Choral Level III - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. In Choral (Advanced) - Level III, students who have progressed through Level II, will continue to refine their singing skills. Students will study various composers, choral literature, and styles. Students will learn to sing using expression and musical nuances while continuing to develop their vocal technique. Students will learn the historical contexts of the music being sung and will relate this literature to history and culture.
Performing
MU.C.3.1 | Demonstrate, apply and perform proper vocal technique (e.g., tone production, breathing, posture, vowel modification, attacks, releases, natural vibrato and straight tone) through a variety of choral literature in three or more parts. |
MU.C.3.2 | Perform a wide variety of choral literature with stylistic appropriateness and proper ensemble techniques (e.g., intonation, balance, and blend). |
MU.C.3.3 | Expand repertoire including foreign language and world music pieces. |
MU.C.3.4 | Perform characteristics of ensemble singing (e.g., balance, blend, styles, and expression). |
MU.C.3.5 | Sing literature with complex rhythmic patterns. |
MU.C.3.6 | Demonstrate accountability and personal productivity through practice habits. |
Exploring
MU.C.3.7 | Sight-sing his/her own part within multi-part score. |
MU.C.3.8 | Identify melodies, harmonic passages, various meters and voice combinations, and intervallic relationships with in a full vocal score. |
MU.C.3.9 | Discuss elements of music in a given choral example. |
MU.C.3.10 | Compare and contrast the various ways voices are combined in given choral works. |
MU.C.3.11 | Evaluate and critique the choral performances of themselves and others. |
MU.C.3.12 | Discuss how the music elements in a choral work elicit an emotional response. |
MU.C.3.13 | Perform compositions that are notated with non-traditional symbols. |
MU.C.3.14 | Compile of portfolio of performed choral music, musical performances, and a student-generated glossary. |
MU.C.3.15 | Examine and discuss a given choral composition using the appropriate musical terminology. |
Creating
MU.C.3.16 | Embellish a known melody. |
MU.C.3.17 | Improvise a melody. |
MU.C.3.18 | Create harmonic parts or vocal accompaniments in a variety of musical styles. |
MU.C.3.19 | Compose a multi-part warm-up. |
MU.C.3.20 | Create rhythmic or melodic variations to a known melody. |
Relating
MU.C.3.21 | Use information and communication technology to research musical careers. |
MU.C.3.22 | Discuss the historical and cultural significance of a choral work. |
MU.C.3.23 | Discuss and demonstrate social responsibility through concert etiquette. |
MU.C.3.24 | Compare choral music with other arts from the same historical style period and global culture. |
MU.C.3.25 | Develop a concert program using designated choral literature. |
MU.C.3.26 | Analyze and explain how the elements of music can be used to evoke feelings and reflect the choral text. |
Orchestral Strings Levels I - II - III
The sequential program of orchestral strings will include three levels of instrumental music study. Sufficient time should be allotted for students to achieve the orchestral strings standards at each level. Outstanding music programs bring richness to the school curriculum; therefore, it is highly recommended that schools provide more than a sufficient amount of time for the delivery of the instrumental music curriculum. The standards are written in a way to maximize teacher expertise on orchestral string instruments and creativity in delivering quality instruction.
Performing | Exploring |
* Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe musicevaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationship between music, the other arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Orchestral Strings Level I - Grades 6- 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Orchestral Strings Level I, students will develop basic playing skills including matching pitch, using appropriate playing posture, proper bow hold and distribution, first position fingerings, left hand shape, resonant arco and pizzicato, and reading musical notation. Students also play legato and non-legato melodies in the keys of D and G major, bowing variations, and rhythms in meters of 2, 3, and 4. Students will participate in the performances in unison, two parts (including rounds), interpret dynamics and symbols such as D.C. al Fine, and demonstrate the ability to evaluate performances.
Performing
MU.S.1.1 | Match pitches |
MU.S.1.2 | Keep a steady beat and perform given rhythms |
MU.S.1.3 | Play pizzicato and arco with resonant tone quality |
MU.S.1.4 | Demonstrate correct posture and playing position |
MU.S.1.5 | Demonstrate proper relaxed bow hold |
MU.S.1.6 | Demonstrate proper bow placement, speed, weight, and distribution |
MU.S.1.7 | Echo patterns played by the teacher |
MU.S.1.8 | Play in two-part rounds in the keys of D and G major |
MU.S.1.9 | Play from memory the major scales of D and G |
MU.S.1.10 | Play a piece utilizing multiple dynamic levels |
MU.S.1.11 | Demonstrate proper left-hand shape including "tunneling" of fingers, thumb placement, and being free of tension |
MU.S.1.12 | Play octaves and identify octaves played in tune |
MU.S.1.13 | Demonstrate proper bowing techniques (i.e. detach, legato, staccato, and two note slurs) |
MU.S.1.14 | Develops personal productivity thorough proper practice habits |
Exploring
MU.S.1.15 | Read and write notated music containing whole, half, quarter, eighth, and dotted quarter notes and rests in meters of 2, 3, and 4. |
MU.S.1.16 | Identify incorrectly played rhythms. |
MU.S.1.17 | Correctly identify verbally and in writing the contents of a measure based upon a time signature and key signature. |
MU.S.1.18 | Identify AB and ABA form. |
MU.S.1.19 | Listen to exemplary models of instrumental performances. |
MU.S.1.20 | Distinguish between appropriate and inappropriate tone quality and how to make improvements. |
MU.S.1.21 | Classify a piece as played in tune or out of tune after listening to a performance. |
MU.S.1.22 | Differentiate between octaves and unison presented aurally. |
MU.S.1.23 | Interpret the following: repeat sign, multiple endings, D.C. al Fine, and D.S. al Fine. |
MU.S.1.24 | Play in the following tempo markings: andante, allegro and moderato. |
MU.S.1.25 | Evaluate individual and group performances. |
Creating
MU.S.1.26 | Create a response to rhythmic patterns performed by the teacher. |
MU.S.1.27 | Create a response to melodic patterns performed by the teacher. |
Relating
MU.S.1.28 | Relate note values to fractions in math. |
MU.S.1.29 | Discuss the principals of sound and pitch production on string instruments. |
MU.S.1.30 | Listen to and perform folk tunes from various global cultures and discuss its cultural background. |
MU.S.1.31 | Discuss how music is used in everyday life. |
MU.S.1.32 | Discuss and demonstrate social responsibility through appropriate audience behavior. |
Orchestral Strings Level II - Grades 6 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Orchestral Strings - Level II, students will demonstrate characteristics of good ensemble playing while continuing to further develop their own individual playing and listening skills. Students will broaden their skills to a wider range of dynamics, tempi, and meters. Students will play legato and non-legato melodies, two- and three-note slurred staccato, lour, and martel bowings. Students will study syncopated rhythms and positions other than first. They will become familiar with various periods of music history, play scales and melodies up to 3 sharps and 2 flats, will learn the chromatic scale, and continue to evaluate performances.
Performing
MU.S.2.1 | Match pitches. |
MU.S.2.2 | Play one and two octave scales and arpeggios, including chromatic scales. |
MU.S.2.3 | Play melodies up to 3 sharps and 2 flats. |
MU.S.2.4 | Play music containing dotted rhythms, eighth-notes, eighth note triplets, sixteenth notes and rests in meters, 2, 3, 4, 6, and cut time. |
MU.S.2.5 | Demonstrate characteristics of balanced ensemble playing. |
MU.S.2.6 | Play melodies marked slurs of three or more notes. |
MU.S.2.7 | Play slurred melodies incorporating string crossings. |
MU.S.2.8 | Review and refine bow techniques including hooked bows, martel, lour, and spiccato. |
MU.S.2.9 | Play legato and non-legato melodies. |
MU.S.2.10 | Play syncopated rhythms. |
MU.S.2.11 | Participate in the performance of music from various periods of music. |
MU.S.2.12 | Play with extended finger positions in the first position. |
MU.S.2.13 | Perform melodies using chromatic tones. |
MU.S.2.14 | Perform double stops in first position (omit double bass). |
MU.S.2.15 | Play unisons and octaves formed with one open string and one string fingered (Third Position for upper strings and Fourth Position for lower strings). |
MU.S.2.16 | Demonstrate the ability to play in multiple positions. |
MU.S.2.17 | Interpret music using contrasting dynamics including pp, p, mp, mf, f, and ff. |
MU.S.2.18 | Demonstrate and apply vibrato using foundational techniques. |
MU.S.2.19 | Develop accountability and personal productivity thorough proper practice habits. |
Exploring
MU.S.2.20 | Sight-read pieces in major and minor keys up to three sharps and two flats containing various bowings and articulations. |
MU.S.2.21 | Identify the following musical elements in selected repertoire: bowing and articulation, key signature, time signature, rhythmic patterns, and dynamic markings. |
MU.S.2.22 | Identify and define crescendo, diminuendo, ritardando, sforzando, a tempo, and fermatas, |
MU.S.2.23 | Interpret tempos ranging from Largo to Allegro Moderato. |
MU.S.2.24 | Identify the following: introduction and coda. |
MU.S.2.25 | Identify similar and different phrases and sections. |
MU.S.2.26 | Identify major and minor melodies presented aurally. |
MU.S.2.27 | Tune his/her instrument. |
MU.S.2.28 | Write major scales based on key signatures up to three sharps and two flats. |
MU.S.2.29 | List characteristics of balanced ensemble playing. |
MU.S.2.30 | Self-evaluate and peer-evaluate performances based upon intonation, articulations, rhythms, and tone quality. |
MU.S.2.31 | Critique a performance based upon given and self-created rubrics. |
MU.S.2.32 | Identify and demonstrate conducting patterns in 2, 3, and 4. |
MU.S.2.33 | Explain how tempo terms relate to metronome markings. |
Creating
MU.S.2.34 | Improvise a rhythmic variation on a melody. |
MU.S.2.35 | Improvise a response to a simple melody played by the teacher. |
MU.S.2.36 | Improvise or notate a musical phrase according to parameters provided by the teacher. |
Relating
MU.S.2.37 | Discuss the differences between various alternative styles of string performance including but not limited to: bluegrass, rock, or jazz. |
MU.S.2.38 | Discuss the art, music, and dance of various periods of music as it relates to the repertoire of that period. |
MU.S.2.39 | Compare musical phrases to sentences in language arts (e.g. antecedent and consequent phrases) |
MU.S.2.40 | Discuss and demonstrate social responsibility through appropriate audience behavior |
Orchestral StringsLevel III - Grades 6- 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Orchestral Strings - Level III, students will continue to develop individual playing skills and ensemble skills. They play scales and melodies in major and minor keys up to five sharps and five flats and utilize the higher positions in their performance. Students will explore and perform chords, arpeggiated chords, and ornamentation. They will learn irregular and changing meters and will expand music vocabulary, demonstrating the interpretation of this vocabulary in their playing. Students will study vibrato and ensemble techniques. They will study the Classical and Romantic periods, twentieth-century music and the use of stringed instruments in American music genres. Students will continue performance evaluation and emphasis will be placed on listening skills. Students will develop knowledge of music form, genre, history, and musical interpretation.
Performing
MU.S.3.1 | Perform orchestral and chamber music from various time periods. |
MU.S.3.2 | Demonstrate characteristics of balanced ensemble playing. |
MU.S.3.3 | Play two and three octave scales & arpeggios, including chromatic scales. |
MU.S.3.4 | Play melodies up to five sharps and five flats. |
MU.S.3.5 | Demonstrate the ability to play in multiple positions (beyond Third Position for upper strings and Fourth Position for lower strings). |
MU.S.3.6 | Refine bowing techniques. |
MU.S.3.7 | Play pieces containing irregular and mixed meter. |
MU.S.3.8 | Play double stops and three and four note chords. |
MU.S.3.9 | Play works that require extended techniques (including col legno, con sordino, etc.). |
MU.S.3.10 | Demonstrate and apply vibrato. |
MU.S.3.11 | Develop accountability and personal productivity thorough proper practice habits. |
Exploring
MU.S.3.12 | Sight-read music containing contrasting tempos and dynamics up to five sharps and five flats. |
MU.S.3.13 | Compare, contrast, and evaluate music from various time periods. |
MU.S.3.14 | Compare and contrast performances of professional ensembles using a self-created list of characteristics of exemplary playing. |
MU.S.3.15 | Self-evaluate and peer-evaluate student performances based upon intonation, articulations, rhythms, and tone quality using provided and self-created rubrics. |
MU.S.3.16 | Describe the compositional techniques used in a theme and variation. |
MU.S.3.17 | Interpret and apply ornamentation symbols including turn ("), grace notes, and trills. |
MU.S.3.18 | Identify counter melodies in recorded, performed or written examples. |
MU.S.3.19 | Describe various compositional forms (e.g. rondo, sonata, allegro). |
MU.S.3.20 | Play a piece that makes use of non-standard notation. |
MU.S.3.21 | Compare and contrast timbre and form in orchestral works. |
MU.S.3.22 | Describe how music evokes emotions and express personal feelings while listening to or performing a given work. |
Creating
MU.S.3.23 | Create melodic variations on a given melody. |
MU.S.3.24 | Add trills and grace notes to a major or minor melody. |
MU.S.3.25 | Create a melody in the style requested by the teacher. |
MU.S.3.26 | Perform an improvisation in a variety of styles. |
Relating
MU.S.3.27 | Compare recordings of musical works from various time periods and discuss similarities and differences. |
MU.S.3.28 | Describe ways in which music is related to other subject areas. |
MU.S.3.29 | Create a list of various music professions including notable individuals. |
MU.S.3.30 | Discuss the process of composing music and creating visual arts including the basic content of each art form (e.g. unity and variety, repetition, and contrast). |
MU.S.3.31 | Discuss the use of stringed instruments in American music genres (e.g., folk music, jazz, pop, and Appalachian music). |
MU.S.3.32 | List the musical characteristics that contribute to a given music work's placement in a time period. |
MU.S.3.33 | Discuss and demonstrate social responsibility through appropriate audience behavior. |
Music Appreciation and Music History - Grades 9 - 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students will acquire basic skills in reading and understanding music notation and explore the expression and organization of musical ideas and nuances. Various genres anal styles of music, including performance styles, will be studied. Students study music as it relates to the human experience. An understanding of the historical context of Western civilization with the major periods of Western music will become the foundation for exploration into other world cultures as researched and experienced.
Performing | Exploring |
* Sing, alone and with others, a varied repertoire of music. * Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe music. * Evaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations, and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationships between music, the arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Performing
MU.AH.1 | Sing and perform, alone and with others, on instruments using music that represents diverse genres and cultures. |
MU.AH.2 | Use music technology to explore musical sounds in an expressive way. |
Exploring
MU.AH.3 | Follow an instrumental and/or vocal score or listening map and apply specific criteria to develop active listening skills (e.g. musical styles, associated works, improvisation, form). |
MU.AH.4 | Identify categories of sounds, individual instruments, and varied ensembles. |
MU.AH.5 | Aurally identify and describe music elements and differentiate the way these elements are used in various pieces. |
MU.AH.6 | Evaluate a given music work and determine how music elements are used to prompt an emotional response. |
MU.AH.7 | Formulate and defend personal preferences for specific music works and styles using appropriate music terms. |
Creating
MU.AH.8 | Improvise melodies over a given chord structure. |
MU.AH.9 | Create an accompaniment to a familiar song. |
MU.AH.10 | Compose and/or arrange music. |
Relating
MU.AH.11 | Discuss and analyze the various uses of music. |
MU.AH.12 | Compare characteristics of music with another art form within a particular historical period or style including the basic content of each (e.g. unity and variety, repetition and contrast). |
MU.AH.13 | Research careers in music and explore the various opportunities to experience music in the students' community. |
MU.AH.14 | Discuss the role of technology in the development of music. |
MU.AH.15 | Discuss and analyze American music heritage and culture. |
MU.AH.16 | Discuss and analyze multi-cultural influences in music. |
MU.AH.17 | Explain appropriate audience behavior for the context and style of music performed within a particular setting. |
Music Technology - Levels I - II - Grades 6-12
The sequential program of music technology will include two levels of examination and application of technology as related to music. Sufficient time should be allotted for students to achieve the music technology standards at each level. It is highly recommended that schools provide opportunities for the integration of technology music standards in other music classes (e.g. general music, instrumental music and choral music). The standards are written in a way to maximize teacher knowledge of music technology and creativity in delivering quality instruction.
Performing | Exploring |
* Perform, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe music. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationships between music, the other arts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Music Technology Level I - Grades6- 12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Music Technology Level I, students will begin a basic study of music technology. These students have not studied an instrument or have had minimal music training. Students will examine current and recent innovations and advances in music technology including digital sampling, sequencing, computer-generated composition, MIDI and multi-track recordings. In a lab setting, students will use technology to compose, edit, arrange, perform, and record original compositions. Although recommended, the ability to read standard notation is not a prerequisite.
Performing
MU.T.1.1 | Share compositions and improvisations that demonstrate an accomplished level of music and technological craftsmanship and the use of digital and analog tools and resources. |
MU.T.1.2 | Develop and apply criteria to select a varied repertoire to study and perform, based on interest and understanding of theory and structure. |
MU.T.1.3 | Develop and implement rehearsal strategies to improve and refine the technical and expressive aspects of performances. |
Exploring
MU.T.1.4 | Develop and implement varied strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations. |
MU.T.1.5 | Describe and demonstrate how context, theoretical and structural aspects of the music and digital media/tools inform and influence performances. |
MU.T.1.6 | Describe and demonstrate an understanding of the style, genre, context, and use of digital tools and resources in a varied repertoire of music. |
MU.T.1.7 | Demonstrate an understanding of how style, genre, context, and digital or analog tools affect a performer's ability to connect with their audience. |
MU.T.1.8 | Analyze appropriate performance behavior as a participant and/or listener. |
Creating
MU.T.1.9 | Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools and resources. |
MU.T.1.10 | Select melodic, rhythmic, and harmonic ideas to develop into a larger work. |
Relating
MU.T.1.11 | Using digital resources, demonstrate technical accuracy and expressive quality in representing diverse cultures, styles, and genres. |
MU.T.1.12 | Select and critique contrasting musical works, based on their purpose and context. |
MU.T.1.13 | Explore multiple career paths in the music industry and understand music as a business, including copyright laws and intellectual property protocol. |
Music Technology Level II - Grades 6 -12
All West Virginia teachers are responsible for classroom instruction that integrates content standards and learning skills. In Music Technology Level II, students will continue the study of music technology. Students will further explore music technology, focusing on innovative or recent applications and resources aligned with Music Technology - Level I. Emphasis will be placed on the understanding and application of existing music technology and the awareness, exploration and/or use of recent or projected music technology. It is recommended that Music Technology Level I be a prerequisite for Music Technology Level II.
Performing
MU.T.2.1 | Share a portfolio of music creations representing varied styles and genres that demonstrates an advanced level of musical and technical craftsmanship |
MU.T.2.2 | Develop and apply criteria to select varied programs, based on student interest and skill level, to study and perform with an understanding of theory and structure and expression. |
MU.T.2.3 | Refine and expand rehearsal strategies to improve the technical and expressive aspects of performances. |
Exploring
MU.T.2.4 | Develop and implement varied strategies and apply appropriate criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations. |
MU.T.2.5 | Examine, evaluate, and critique how context, theory, structure, and digital media inform and influence performances. |
MU.T.2.6 | Explore and demonstrate an understanding of the physics of musical sound and how sound is created and manipulated synthetically. |
MU.T.2.7 | Demonstrate understanding of appropriate performance etiquette, both as a performer and an audience member |
Creating
MU.T.2.8 | Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations that incorporate digital tools, resources, and systems. |
MU.T.2.9 | Select, develop, and organize multiple melodic, rhythmic, and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity and coherence. |
Relating
MU.T.2.10 | Using digital resources, demonstrate technical accuracy and expressive quality in representing diverse cultures, styles, genres, and historical periods. |
MU.T.2.11 | Select, describe, and prepare a variety of musical selections based on characteristics and knowledge of the music. |
MU.T.2.12 | Expand understanding of multiple career paths in the music industry and music as a business, including learning how to self-publish and promote their own music compositions. |
Music Theory and Composition - Grades 9-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools.Students in Music Theory and Composition will focus on standards designed to challenge the most advanced music students. The study of scales, key signatures, chords and chord structures, composition, improvisation, and the relationship to each other will be emphasized. Students will use composition skills as tools for composing, transposing, transcribing and arranging music.
Performing | Exploring |
* Sing, alone and with others, a varied repertoire of music. * Perform on instruments, alone and with others, a varied repertoire of music. | * Read and notate music. * Listen to, analyze, and describe music. * Evaluate music and music performances. |
Creating | Relating |
* Improvise melodies, variations and accompaniments. * Compose and arrange music within specified guidelines. | * Understand relationships between music, thearts, and disciplines outside the arts. * Understand music in relation to history and culture. |
Performing
MU.TC.1 | Sing intervals using a system within their vocal range (e.g. solfeggio, numbers, letter names). |
MU.TC.2 | Perform rhythm patterns in various meters. |
MU.TC.3 | Perform major and minor scales on an instrument. |
MU.TC.4 | Perform chord progressions as an accompaniment to a music selection on a keyboard. |
MU.TC.5 | Perform an original composition. |
Exploring
MU.TC.6 | Read rhythms in various meter signatures. |
MU.TC.7 | Review and refine music terms/symbols and read treble and bass clef notation. |
MU.TC.8 | Notate major and minor scales and their I - IV and V chord progressions using various key signature's in both treble and bass clefs |
MU.TC.9 | Sight-sing and identify intervals by sight and sound using a system (e.g. solfeggio, numbers, letter names). |
MU.TC.10 | Aurally identify major and minor tonalities and identify the use of enharmonic tones. |
MU.TC.11 | Harmonize a melody line. |
MU.TC.12 | Analyze given compositions for chords, keys, music forms, and other compositional devices. |
Creating
MU.TC.13 | Improvise a rhythmic pattern to a steady pulse. |
MU.TC.14 | Improvise a melody above a given chordal accompaniment. |
MU.TC.15 | Compose a piece of music within a specified form, choosing traditional or non-traditional notation. |
MU.TC.16 | Arrange a given composition. |
Relating
MU.TC.17 | Listen to exemplary compositions and compare and contrast compositional devices used. |
MU.TC.18 | Explain the acoustical properties of musical sounds. |
MU.TC.19 | Research careers in music which emphasize composing and arranging. |
MU.TC.20 | Explore opportunities within the community for composers / arrangers. |
Visual Art - Grades K - 2; 3 - 5; 6 - 8
The sequential program of study in visual art will include, but not be limited to, general art kindergarten through eighth grade. Sufficient time should be allotted for students to achieve the visual art standards. A quality visual art program brings richness to the school curriculum; therefore, it is highly recommended that schools provide more than a minimal amount of time for the delivery of the elementary general visual art curriculum. The standards are written in a way to maximize teacher flexibility and creativity in delivering quality instruction to all students.
Media, Techniques and Processes | Elements of Art and Principles of Design |
* Identify media and materials used in creating art; understand processes and techniques in creating art; apply problem-solving skills in creating two-dimensional and three-dimensional works of art; and use materials and tools in a safe and responsible manner. | * Identify selected elements and principles of design as they relate to art and the environment; understand qualities of elements of art and principles of design as they apply to two-dimensional and three-dimensional objects and artworks; apply elements of art and principles of design as they relate to problem-solving skills in the creating of art; and communicate expressive ideas that demonstrate an understanding of structures and functions in art. |
Subject Matter, Symbols, and Ideas | Art History and Diversity |
* Identify symbols and ideas to communicate meaning in art; determine potential content for artworks; and apply problem-solving skills when creating art relative to subject matter, symbols, and ideas. | * Identify how visual art has a history and specific relationship to culture; analyze works of art that reflect different styles and time periods; and demonstrate an understanding of how history, culture, and the arts influence each other. |
Reflection and Analysis | Multi-disciplinary Connections |
* Identify multiple purposes for creating works of art; analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry; and describe and compare a variety of individual responses to their artworks and to artworks from various eras and cultures. | * Identify characteristics of visual art and other disciplines; and analyze by comparing and contrasting connections between disciplines. |
General Art - Grades K-2
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills and technology tools. K-2 students begin their exploration of the world of art through subject matter that centers on the student's own environment, allowing them to express feelings and ideas using a variety of media and tools. They will discover how to communicate through art and to discuss their own creations. They will learn to use tools properly for drawing, painting, printing, and sculpture. Students will explore colors, the use of lines, shapes and textures in artworks, and the use of tools to attain a variety of effects in their work. As they develop their artistic sensibilities, students will build upon their knowledge of the elements and principles of visual art to investigate more complex concepts of artistic design-including two- and three-dimensional artworks-will expand subject matter from personal to the community, environment, nature and other cultures, and will develop an understanding of connections between the arts and other disciplines.
Media, Techniques and Processes
VA.K-2.1 | Explore two- and three-dimensional art, tools, techniques, and processes in multiple media. |
VA.K-2.2 | Construct more complex two- and three-dimensional art using various multiple media to communicate ideas, experiences, and stories |
VA.K-2.3 | Use materials, tools, and technology in a safe and responsible manner. |
Elements of Art and Principles of Design
VA.K-2.4 | Explore, examine, and discuss the elements of art and principles of design as they apply to the creation of two and three-dimensional art and the communication of multiple ideas. |
Subject Matter, Symbols and Ideas
VA.K-2.5 | Explore, examine, and discuss how subjects, symbols, and ideas visually communicate meaning in art. |
VA.K-2.6 | Create art using subject matter and symbols that reflect personal experience, the community, environment, nature, and other cultures. |
Art History and Diversity
VA.K-2.7 | Explore, examine, and discusshow art has existed through time and is affected by its creator, culture, style, and or time periods. |
VA.K-2.8 | Create art that reflects the style of various cultures from different time periods. |
Reflection and Analysis
VA.K-2.9 | Explore, examine, and discusshow personal and others' works of art represent feelings, reflect experiences, create meaning, and/or have a function. |
Multidisciplinary Connections
VA.K-2.10 | Explore, examine, and discuss how ideas, experiences, and stories can be expressed through multiple arts, disciplines, and other subjects. |
General Art - Grades 3-5
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills and technology tools. Students in Grades 3-5 will build on the skills developed in K-2. They will continue to improve creative problem-solving skills in their artwork as they progress beyond the basics of color, perspective and dimensionality. They will begin to explore the subtleties of color through complementary colors, tints and shades, will discover subtractive and detractive sculpture, and will delve into the world of abstract and non-objective symbols. Students will increase their understanding of art in culture and history, identify artists through their unique styles, continue to explore art as communication, and examine the use of art media and technology, techniques, and processes.
Media, Techniques and Processes
VA.3-5.1 | Compare, contrast, and explain the effectiveness of a variety of two- and three-dimensional art tools, techniques, and processes in multiple media. |
VA.3-5.2 | Construct two and three-dimensional art using multiple media to communicate ideas experiences, and stories with aesthetic prompt, multiple solutions, and to communicate ideas, experience, and stories with peer critique. |
VA.3-5.3 | Use materials, tools, and technology in a safe and responsible manner. |
Elements of Art and Principles of Design
VA.3-5.4 | Compare and contrast, analyze, and ask and answer questions about the elements of art and principles of design as they apply to the creation of two and three-dimensional art and the communication of multiple ideas. |
Subject Matter, Symbols and Ideas
VA.3-5.5 | Explore, compare and contrast, and analyze the presence of a subject, symbol or idea that visually communicate a meaning in art. |
VA.3-5.6 | Create art using various subject matter or symbols. |
Art History and Diversity
VA.3-5.7 | Compare and contrast, analyze, and ask and answer questions about how art has existed through time and is affected by its creator, culture, style, and/or time periods. |
VA.3-5.8 | Create art that reflects the style of various cultures from different time periods as well as from current events. |
Reflection and Analysis
VA.3-5.9 | Compare and contrast, analyze, and ask and answer questions about how personal and others' works of art represent feelings, reflect experiences, create meaning, and/or have a function. |
Multidisciplinary Connections
VA.3-5.10 | Explore, compare and contrast, and analyze how ideas, experiences, and stories can be expressed through multiple arts, disciplines, and other subjects. |
General Art - Grades 6-8
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills and technology tools. Students Grades 6-8 will work individually and collaboratively on artistic activities-including the creation of oral, written or multimedia presentations-as they continue to experiment with a variety of media, techniques, technologies, and processes, using the elements of art and principles of design in self-directed art production. They will refine their personal responsibility and productivity skills, their artwork will reflect increasing levels of critical and innovative thinking, problem-solving, and creative communication of intended meaning, and they will clarify reasons for creating works of art, explain aesthetic qualities of symbols, ideas, and personal values. Students will deepen their global awareness of art in its historical and cultural context as they examine cultural, historical, and aesthetic purposes of works of art. By participating in art appreciation activities students will develop an understanding of art criticism.
Media, Techniques and Processes
VA.6-8.1 | Explain the effectiveness of their choices of media, techniques, technologies, and processes to communicate ideas. |
VA.6-8.2 | Construct-individually and collaboratively, for peer review-both two- and three-dimensional art that uses multiple media to communicate ideas, experiences, and narratives. |
VA.6-8.3 | Demonstrate safe and effective use of materials, tools, and technology. |
Elements of Art and Principles of Design
VA.6-8.4 | Investigate and demonstrate the application of the elements of art and principles of design when creating two and three-dimensional art that communicate multiple ideas. |
Subject Matter, Symbols and Ideas
VA.6-8.5 | Investigate, interpret, and draw in-depth conclusions about the presence of subjects, symbols, and ideas that communicate meaning in art. |
VA.6-8.6 | Create art collaboratively and with group ideation using various subject matter or symbols. |
Art History and Diversity
VA.6-8.7 | Investigate, interpret, and draw in-depth conclusions about how art has existed through time and is affected by its creator, culture, style and/or time periods. |
VA.6-8.8 | Create art collaboratively that reflects changing times, traditions, resources, and cultural resources. |
Reflection and Analysis
VA.6-8.9 | Investigate, interpret, and draw in-depth conclusions of the ways personal and others' works of art represent feelings, reflect experiences, make meaning, and or have function. |
Multidisciplinary Connections
VA.6-8.10 | Investigate, interpret, and draw in-depth conclusions about how ideas, experiences, and stories can be expressed through multiple arts, disciplines, and other subjects. |
General Art I - IV - Grades 9-12
A sequential comprehensive study of visual art at the high school level, is found in General Art Levels I-II-III-IV. The standards at each level reflect what a student should know and be able to do at that level of study. Although each level is comprehensive within itself, it should serve as a pre-requisite for the next level. Domains addressed at each level are: Media, Techniques and Processes; Elements of Art and Principles of Design; Subject Matter, Symbols, and Ideas; Art History and Diversity; Reflections and Analysis; and Multi-disciplinary Connections. Regardless of grade level (i.e. 9th, 10th, 11th, or 12th), the entry level study for high school visual art should be high school General Art I.
Media, Techniques and Processes | Elements of Art and Principles of Design |
* Identify media and materials used in creating art; understand processes and techniques in creating art; apply problem-solving skills in creating two-dimensional and three-dimensional works of art; and use materials and tools in a safe and responsible manner. | * Identify selected elements and principles of design as they relate to art and the environment; understand qualities of elements of art and principles of design as they apply to two-dimensional and three-dimensional objects and artworks; apply elements of art and principles of design as they relate to problem-solving skills in the creating of art; and communicate expressive ideas that demonstrate an understanding of structures and functions in art. |
Subject Matter, Symbols, and Ideas | Art History and Diversity |
* Identify symbols and ideas to communicate meaning in art; determine potential content for artworks; and apply problem-solving skills when creating art relative to subject matter, symbols and ideas. | * Identify how visual art has a history and specific relationship to culture; analyze works of art that reflect different styles and time periods; and demonstrate an understanding of how history, culture, and the arts influence each other. |
Reflection and Analysis | Multi-disciplinary Connections |
* Identify multiple purposes for creating works of art; analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry; and describe and compare a variety of individual responses to their artworks and to artworks from various eras and cultures. | * Identify characteristics of visual art and other disciplines; and analyze by comparing and contrasting connections between disciplines. |
General Art I - Grades 9-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards and learning skills. In General Art I, students will use the artistic process to produce two- and three-dimensional artworks using a variety of media, techniques, technology, and processes. They will relate art skills and strategies to other disciplines, various cultures, major art movements, and historical periods.
Media, Techniques and Processes
VA.HS1.1 | Distinguish among a variety of two-dimensional and three-dimensional media, techniques and processes. |
VA.HS1.2 | Communicate original and personal ideas in a variety of media, techniques, and processes to create two-dimensional and three-dimensional artworks. |
VA.HS1.3 | Use materials, tools, and technology in a safe and responsible manner; balance experimentation and safety, freedom and responsibility while developing and creating artworks; care for and maintain materials, tools, and equipment; and discuss responsibilities that come with the freedom to create. |
Elements of Art and Principles of Design
VA.HS1.4 | Identify similarities and differences in two-dimensional and three-dimensional visual art based on the elements of art and principles of design. |
VA.HS1.5 | Analyze design structures and functions of two-dimensional and three-dimensional artworks. |
VA.HS1.6 | Create two-dimensional and three-dimensional artworks based on elements of art and principles of design using appropriate media, processes, and techniques to solve specific problems. |
VA.HS1.7 | Critique art works to demonstrate an understanding of elements of art and principles of design. |
Subject Matter, Symbols and Ideas
VA.HS1.8 | Research use of content and symbols expressed in art from past and present cultures. |
VA.HS1.9 | Employ subjects, themes, symbols, and ideas in artworks. |
VA.HS1.10 | Use creative problem-solving to select and synthesize subjects, symbols and ideas intentionally in a personal artwork |
Art History and Diversity
VA.HS1.11 | Examine and research different styles and time periods in art history. |
VA.HS1.12 | Reexamine the relationship of artworks to one another in terms of history and culture. |
VA.HS1.13 | Shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. |
Reflection and Analysis
VA.HS1.14 | Investigate and analyze functions and reasons for creating a variety of types of artworks. |
VA.HS1.15 | Use a critical process to draw comparisons between their artwork and historical or cultural artworks. |
Multi-disciplinary Connections
VA.HS1.16 | Compare and connect the creative processes used in visual arts to other disciplines. |
VA.HS1.17 | Research and analyze another subject area to identify similarities and differences to visual art. |
General Art II - Grades 9-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In General Art II, students will extend artistic skills, critical skills, and concept development through well-defined experiences in creating, reflecting, and discussing artworks. Students will focus on compositional awareness through the proficient use of elements, principles, structures, and functions. Students will explore various aspects of the arts in the context of global cultures and historical parameters as they examine connections between other disciplines, and technologies. Students will practice responsible workplace skills and safety. They will explore career opportunities and will be introduced to the concept of portfolio development.
Media, Techniques and Processes
VA.HS2.1 | Compare a variety of two-dimensional and three-dimensional media, techniques and processes. |
VA.HS2.2 | Create a variety of two-dimensional and three-dimensional artworks to communicate ideas and explore expressive qualities. |
VA.HS2.3 | Use materials, tools and technology in a safe and responsible manner. |
Elements of Art and Principles of Design
VA.HS2.4 | Express personal judgments about the effectiveness of the use of the elements of art and principles of design in a variety of artworks. |
VA.HS2.5 | Analyze and compare the use of the elements and principles of design in two-dimensional and three-dimensional artworks. |
VA.HS2.6 | Create two-dimensional and three-dimensional artworks that use organizational principles and functions to solve specific art problems. |
VA.HS2.7 | Use a variety of critical methods to evaluate the effectiveness of artworks in terms of organizational structures and functions. |
Subject Matter, Symbols and Ideas
VA.HS2.8 | Reflect on how artworks differ visually, spatially, intellectually, and functionally, and describe how these differences are a result of historical and cultural context. |
VA.HS2.9 | Use subjects, themes, symbols, and ideas to communicate intended meaning in artworks. |
VA.HS2.10 | Apply creative problem-solving and analogical thinking to visual communication skills. |
Art History and Diversity
VA.HS2.11 | Categorize historical or cultural contexts of artworks through characteristics and purposes. |
VA.HS2.12 | Differentiate meaning and style of specific art objects within various cultures, times and places. |
VA.HS2.13 | Demonstrate in their own artwork a relationship to history, aesthetics, and culture. |
Reflection and Analysis
VA.HS2.14 | Identify the purpose for creating and maintaining a portfolio and develop criteria for a personal portfolio. |
VA.HS2.15 | Analyze and assesses different genres of artwork emphasizing cultural viewpoints. |
VA.HS2.16 | Use criteria for evaluating their own work and the work of various periods and different cultures. |
Multi-disciplinary Connections
VA.HS2.17 | Select and compare artwork using specific historical issues or themes related to other subject areas. |
VA.HS2.18 | Apply creative problem-solving techniques to produce a multi-disciplinary artwork. |
General Art III - Grades 9-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In General Art II, students will build on previous standards with a more in-depth approach. Students will analyze and respond to art from various global cultures visually, verbally, and in written form. Students will examine and relate various themes and purposes of art forms to the total educational process. They will study art history, criticism, and aesthetics in relation to individually selected artworks and will develop a personal philosophy of art. Students will develop portfolios which include products and critiques, and other reflective work as they develop a personal style.
Media, Techniques and Processes
VA.HS3.1 | Select and defend choices pertaining to media, techniques, and processes in the discussion and creation of artworks. |
VA.HS3.2 | Apply problem solving skills to create two-dimensional and three-dimensional artworks in a variety of media developing a personal style. |
VA.HS3.3 | Create and prepare two-dimensional and three-dimensional works for inclusion in an exhibition and/or portfolio. |
VA.HS3.4 | Use materials, tools, and technology in a safe and responsible manner. |
Elements of Art and Principles of Design
VA.HS3.5 | Explain personal choices in the use of art elements and principles of design in own artworks. |
VA.HS3.6 | Compare and contrast own work with other artwork in terms of the art elements and principles of design in oral or written form. |
VA.HS3.7 | Create multiple solutions through preliminary work to solve assigned problems in structures and functions. |
VA.HS3.8 | Communicate expressive ideas in artworks that demonstrates an understanding of structures and functions for inclusion in a portfolio. |
Subject Matter, Symbols and Ideas
VA.HS3.9 | Evaluate and summarize symbolism used in the works of various artists. |
VA.HS3.10 | Develop themes, symbolism and ideas in relation to life experiences and/or perceptions when creating artwork. |
VA.HS3.11 | Apply problem-solving skills to choose subject matter, symbols and ideas for own artwork. |
Art History and Diversity
VA.HS3.12 | Define and assess themes in visual art common to various cultures throughout history. |
VA.HS3.13 | Analyze how themes common to various cultures influence the creation of art. |
VA.HS3.14 | Create artwork that reflect common themes from various cultures past or present. |
Reflection and Analysis
VA.HS3.15 | Determine multiple functions of art. |
VA.HS3.16 | Use frameworks for understanding contemporary and historic meanings in art addressing a variety of eras and cultures (e.g. time line, graphic organizers). |
VA.HS3.17 | Participate in self-critique and group critique in the context of a variety of eras and cultures. |
Multi-disciplinary Connections
VA.HS3.18 | Categorize characteristics of visual art used in other disciplines. |
VA.HS3.19 | Compare the materials, technologies, media and processes of visual art with those of other disciplines. |
General Art IV - Grades 9-12
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In General Art IV, students will develop and clarify their philosophy of art and art making through in-depth explorations with media, techniques and processes. Students will expand and refine a portfolio reflecting a broad base of global and personal knowledge in the arts. Students will participate in planning and installing an exhibition.
Media, Techniques and Processes
VA.HS4.1 | Appraise and explain personal choices of materials and techniques in portfolio work based on an understanding of the traditions of the media. |
VA.HS4.2 | Communicate personal ideas effectively in two-dimensional and three-dimensional media. |
VA.HS4.3 | Use materials, tools, and technology in a safe and responsible manner. |
Elements of Art and Principles of Design
VA.HS4.4 | Analyze selected elements and principles of design as they relate to art and the environment. |
VA.HS4.5 | Appraise viewpoints written about famous artworks in terms of elements of art and principles of design applied to two-dimensional and three-dimensional artworks. |
VA.HS4.6 | Define the use of the elements of art and principles of design using multiple solutions in preliminary work that solve assigned problems for inclusion in a portfolio. |
VA.HS4.7 | Convey expressive ideas in artwork which demonstrate structures and functions in art. |
Subject Matter, Symbols and Ideas
VA.HS4.8 | Probe how artists have used subject matter and symbolism in their work. |
VA.HS4.9 | Evaluate the influences of artists and others on their own work. |
VA.HS4.10 | Use problem-solving skills to develop specific themes and ideas in the creation of artwork. |
Art History and Diversity
VA.HS4.11 | Research meaning of artworks across time and various cultures. |
VA.HS4.12 | Analyze aesthetic viewpoints observed in a variety of artworks throughout history and cultures (e.g. emotionalism, formalism, and imitation). |
VA.HS4.13 | Use critical models to interpret the meaning of artworks across time and a variety of cultures. |
Reflection and Analysis
VA.HS4.14 | Compare the work of critics, historians, aestheticians and artists. |
VA.HS4.15 | Describe their own artworks and be able to compare it to a variety of artists' works from various eras and cultures. |
VA.HS4.16 | Review and explain the content of portfolios or exhibits in terms of ideas, attitudes, reflective critiques, and statement of intent. |
VA.HS4.17 | Write a personal statement about their art for inclusion in their portfolio. |
Multi-disciplinary Connections
VA.HS4.18 | Compare and contrast the materials, technologies, media and processes of the visual art with those of other disciplines. |
Studio Art - Levels I - II - Grades 9-12
Studio Art as elective classes embrace more in-depth study, process and product in creating and producing visual art. Moving from the instructional approach of the classroom to the philosophical independent thought of the studio, the student must come to the class with a solid foundation in advanced visual art skills and a mindset of abstract conceptualizing. Foundation classes such as Art I are strongly recommended and teacher recommendation is encouraged. Expectations encompass: proficient and advanced levels of craftsmanship; knowledge of visual art careers and professions; and an anticipated participation in a field experience. The use and knowledge of current and relative technology; an understanding of traditional, contemporary and related visual art vocabulary plus the safe, responsible use and care of equipment and materials are givens.
Media, Techniques and Processes | Elements of Art and Principles of Design |
* Explore media and materials used in the creative process; Demonstrate problem-solving skills in creating two-dimensional and three-dimensional works of art; and use materials and tools in a safe and responsible manner. | * Explore the elements of art and principles of design using the creative process as they relate to art and the environment: demonstrate the use of the elements of art and principles of design as they relate to problem-solving skills in the creative process; and communicate expressive ideas that synthesize an understanding of structures and functions in art. |
Subject Matter, Symbols, and Ideas | Art History and Diversity |
* Identify symbols and ideas to communicate meaning in art; determine potential content for artworks; and apply problem-solving skills when creating art relative to subject matter, symbols and ideas. | * Explore how visual art has a history and specific relationship to culture; analyze works of art that reflect different styles and time periods; and demonstrate an understanding of how history, culture, and the arts influence each other. |
Reflection and Analysis | Multi-disciplinary Connections |
* Identify multiple purposes for creating works of art; analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry; and articulate a variety of individual responses to their artworks and to artworks from various eras and cultures. | * Identify characteristics of visual art and other disciplines; and analyze by comparing and contrasting connections between disciplines. |
Studio Art -Level I
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. . Students enrolled in Studio Art I electives will be provided in-depth study in selected media, techniques, and processes. Students will choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions to plan the making of multiple works of art and design based on a theme. Students will hypothesize ideas and plans for creating art and design that can affect social change.
Media, Techniques and Processes
VA.SA1.1 | Demonstrate knowledge of the terminology related to the media, processes and techniques. |
VA.SA1.2 | Demonstrate an understanding of techniques, and processes related to the media. |
VA.SA1.3 | Use problem-solving skills to explore techniques, and processes in creating two-dimensional and three-dimensional works of art. |
VA.SA1.4 | Use materials and tools in a safe and responsible manner. |
Elements and Principles of the Creative Process
VA.SA1.5 | Identify the elements of art and principles of design in artworks of the media. |
VA.SA1.6 | Analyze the character of the elements of art and principles of design in artworks in the media. |
VA.SA1.7 | Create artworks that use organizational principles and functions to solve specific problems. |
VA.SA1.8 | Create artwork demonstrating an understanding of the structures and functions in art. |
Subject Matter, Symbols and Ideas
VA.SA1.9 | Explore subject matter, themes and motifs related to the studio area from past and present cultures. |
VA.SA1.10 | Assess the significance of historical subject matter, themes and motifs. |
VA.SA1.11 | Use problem solving skills to explore subject matter, symbols, and ideas as content for art works |
VA.SA1.12 | Produce artworks with subject matter, themes and motifs related to the media from past and present cultures. |
Art History and Diversity
VA.SA1.13 | Identify the meanings, functions, and uses of specific art in the media from a variety of past and present cultures. |
VA.SA1.14 | Explore themes and motifs from various cultures from past history. |
VA.SA1.15 | Create artworks influenced by past history and culture in the media. |
Reflection and Analysis
VA.SA1.16 | Explore the context and purpose for creating specific works in the media. |
VA.SA1.17 | Compare a variety of artworks from different historical and cultural viewpoints. |
VA.SA1.18 | Create artwork and participate in critiques of personal and peer group artworks considering cultural and historical influences. |
Multidisciplinary Connections
VA.SA1.19 | Compare the materials, technologies, media, and processes of the studio area with those of other creative disciplines. |
VA.SA1.20 | Explore connections between arts disciplines influenced by historical events, and developments in science, and cultural ideas or issues. |
Studio Art - Level II
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Students enrolled in Studio Art II electives will be provided advanced in-depth study of selected media, techniques, and processes. The advanced level classes require Studio Art I prerequisites. Students will choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions to plan the making of multiple works of art and design based on a theme. Students will hypothesize ideas and plans for creating art and design that can affect social change.
Media, Techniques and Processes
VA.SA2.1 | Demonstrate knowledge of skills, processes and techniques in the creation of artworks. |
VA.SA2.2 | Use problem-solving skills in the application of media techniques and processes to communicate ideas and expressive qualities. |
VA.SA2.3 | Use materials and tools in a safe and responsible manner. |
Elements and Principles of the Creative Process
VA.SA2.4 | Identify elements of art and principles of design in artwork of the media from a variety of cultures and artists. |
VA.SA2.5 | Compare the use of the elements and principles of design in artworks of the media from a variety of cultures and artists. |
VA.SA2.6 | Use multiple solutions exploring organizational principles and functions to solve specific problems. |
VA.SA2.7 | Create artwork using structures and functions of art to express ideas or concepts. |
Subject Matter, Symbols and Ideas
VA.SA2.8 | Research subject matter, themes and motifs related to the studio area from past and present cultures. |
VA.SA2.9 | Differentiate specific subject matter, themes and motifs in terms of aesthetics. |
VA.SA2.10 | Apply problem solving skills to explore subject matter, themes and motifs related to the media from past and present cultures. |
VA.SA2.11 | Create artworks with subject matter, themes and motifs related to the media from contemporary society. |
Art History and Diversity
VA.SA2.12 | Research the meanings, functions, and uses of specific art in the media from various past and present cultures. |
VA.SA2.13 | Compare and contrast themes and motifs from various cultures in present time. |
VA.SA2.14 | Create artworks reflecting contemporary issues and cultural influences. |
Reflection and Analysis
VA.SA2.15 | Probe the context and motivation for creating specific works in the media. |
VA.SA2.16 | Evaluate a variety of artworks in the media from different historical and cultural viewpoints. |
VA.SA2.17 | Create and select through group and self-critiques works for inclusion in an exhibition or portfolio. |
Multidisciplinary Connections
VA.SA2.18 | Incorporate influences of materials, technologies, media, and processes of another creative discipline into their artwork. |
VA.SA2.19 | Create artworks demonstrating connections between historical events, developments in science, and cultural issues that are influenced by visual art. |
Art History, Appreciation and Aesthetics (Grades 9 - 12)
Students in Grades 9-12 will select/describe, analyze, interpret/translate and evaluate cultural and multi-cultural influences on the arts, including social, political, economic, functional and aesthetic considerations. Students will develop a variety of critical analyses and examine different philosophies and viewpoints. Students' experiences with art media within its historical context will connect selected artwork to the artist's process. Products and/or presentations relate cognitive learning to artistic practices. Knowledge of related careers in the fields of art history and aesthetics are covered as well as the application of technology to assist learning.
Media, Techniques and Processes | Elements of Art and Principles of Design |
* Identify media and materials used in creating art; understand processes and techniques in creating art; apply problem-solving skills in creating two-dimensional and three-dimensional works of art; and use materials and tools in a safe and responsible manner. | * Identify selected elements and principles of design as they relate to art and the environment; understand qualities of elements of art and principles of design as they apply to two-dimensional and three-dimensional objects and artworks; apply elements of art and principles of design as they relate to problem-solving skills in the creating of art; and communicate expressive ideas that demonstrate an understanding of structures and functions in art. |
Subject Matter, Symbols, and Ideas | Art History and Diversity |
* Identify symbols and ideas to communicate meaning in art; determine potential content for artworks; and apply problem-solving skills when creating art relative to subject matter, symbols and ideas. | * Identify how visual art has a history and specific relationship to culture; analyze works of art that reflect different styles and time periods; and demonstrate an understanding of how history, culture, and the arts influence each other. |
Reflection and Analysis | Multi-disciplinary Connections |
* Identify multiple purposes for creating works of art; analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry; and describe and compare a variety of individual responses to their artworks and to artworks from various eras and cultures. | * Identify characteristics of visual art and other disciplines; and analyze by comparing and contrasting connections between disciplines. |
Media, Techniques and Processes
VA.HAA.1 | Select/describe various styles, techniques, and media in works of art. |
VA.HAA.2 | Use in a safe and responsible manner, media, techniques and processes in relation to artwork studied. |
VA.HAA.3 | Examine and classify media and processes of artists throughout history. |
Elements of Art and Principles of Design
VA.HAA.4 | Describe the elements of art and principles of design used across the cultures and time periods. |
VA.HAA.5 | Evaluate how the elements of art and principles of design are integrated in two- and three-dimensional art across cultures and time period. |
VA.HAA.6 | Research information concerning a variety of artists' applications of the elements of art and principles of design. |
VA.HAA.7 | Articulate out how the structures and functions of art are communicated in various cultures throughout history. |
Subject Matter, Symbols and Ideas
VA.HAA.8 | Identify and compare a variety of cultural influences on art. (e.g., economic, political, religious). |
VA.HAA.9 | Recognize symbols, issues, and themes related to artworks of varied time periods. |
VA.HAA.10 | Compare and contrast aesthetic expression in terms of both form and content. |
VA.HAA.11 | Explain the process of how artists find subject matter, and ideas in creating art. |
Art History and Diversity
VA.HAA.12 | Analyze the historical influences on contemporary art. |
VA.HAA.13 | Research styles and/or periods of art and summarize or reconstruct as a product or presentation. |
VA.HAA.14 | Explain that artistic forms can be indicators of social/religious beliefs. |
Reflection and Analysis
VA.HAA.15 | Analyze the purposes of criticism in a variety of written or oral forms. |
VA.HAA.16 | Compare artists, styles, techniques, and their influences within a given time period using a critical process. |
VA.HAA.17 | Develop criteria for critiques about artists, styles, movements, aesthetics and concepts. |
Multidisciplinary Connections
VA.HAA.18 | Explore art history and its relationships to other disciplines. |
Dance - Levels I -IV(Grades 9-12)
Dance is one of four programs of study from which an elective course may be chosen to fulfill the graduation requirement of one course in the arts. Dance electives must be offered to accommodate at least one level of student achievement (Dance I). Electives must be provided to accommodate four sequential levels of student achievement (Dance I - IV).
Dance classes provide opportunities for both individual and group projects. For this reason, students working at two, three, or four different levels may be accommodated in a single class.
Create | Perform |
* Dance to create and communicate meaning while applying choreographic principles, processes, and structures. | * Develop and practice movement elements and skills in performing dance. |
Respond | Connect |
* Respond to dance by employing critical and creative thinking skills. | * Connect dance to cultural, historical, healthful living, and other disciplines. |
Dance - Level I
In Dance - Level I, students will experience a variety of dance concepts, ideas and techniques, and an appreciation for the art of dance.
Create
DA.1.1 | Recognize and generate abstract movement to communicate ideas, experiences, feelings, or images. |
DA.1.2 | Identify, define, and create movement phrases using the elements of dance (i.e., body, action, space, time, energy). |
DA.1.3 | Identify, define, and use choreographic structures (i.e., AB, ABA, canon, rondo, narrative, theme and variation, retrograde, chance, call and response) and choreographic principles (i.e., theme, repetition, transition, resolution) through the creation of a movement phrase. |
DA.1.4 | Recognize and examine improvisation as a method of generating movement for choreography. |
DA.1.5 | Use collaborative and cooperative skills to contribute constructively to the creation of a group dance with relevant social theme. |
Perform
DA.1.6 | Use appropriate etiquette while observing and performing dance. |
DA.1.7 | Use movement, strength, flexibility, endurance, and proper alignment to develop technique in a variety of dance genres. |
DA.1.8 | Understand, demonstrate, and practice time, space, weight and flow as it relates to locomotor and non-locomotor/axial movements. |
DA.1.9 | Understand and exhibit the impact of performance values of memorization, clarity, concentration, focus, and projection on dance performance. |
DA.1.10 | Perform a group dance for an audience (e.g. peer, classroom, or public) using technical skills, movement qualities, and performance values learned in class. |
Respond
DA.1.11 | Observe and explain how personal experience can influence the individual interpretation of a movement. |
DA.1.12 | Explain and discuss how elements of dance and choreographic structures are used to communicate ideas in dance. |
DA.1.13 | Recognize and discuss the use of dance elements and choreographic structures in a variety of significant dance works from numerous genres and historical time periods. |
DA.1.14 | Establish a set of aesthetic criteria and apply it in evaluating student work in a group setting. |
Connect
DA.1.15 | Understand and apply health related concepts to dance while examining personal physical strengths, weaknesses, and lifestyle choices and the effect on the dancer. |
DA.1.16 | Use dance to interpret concepts in history related to significant events, ideas, and movements from a global context. |
DA.1.17 | Observe and compare culturally diverse dances. |
DA.1.18 | Discuss commonalities and differences between dance and other disciplines. |
Dance - Level II
In Dance - Level II, students will advance in knowledge of a variety of dance concepts, ideas, and techniques.
Create
DA.2.1 | Generate and use abstract movement to communicate ideas and choreographic intent in creating dance. |
DA.2.2 | Create movement phrases that vary the use of the elements of dance. |
DA.2.3 | Generate movement utilizing a variety of choreographic structures and choreographic principles. |
DA.2.4 | Use improvisation to develop a movement phrase. |
DA.2.5 | Collaborate to create a dance that communicates an idea, personal experience or concept. |
DA.2.6 | Create a dance and revise it over time by modifying the dance concepts (e.g., elements of dance, choreographic structures, and choreographic principles). |
Perform
DA.2.7 | Use consistent, appropriate etiquette as a dancer, performer, and observer. |
DA.2.8 | Understand how anatomical concepts can be used to improve technique (e.g., alignment, balance, strength, flexibility, and endurance) in a variety of dance genres. |
DA.2.9 | Compare and demonstrate the following pairs of concepts: bound and free flow, strong and light weight, sudden and sustained time, rhythm and timing, and direct and indirect space. |
DA.2.10 | Use performance values of memorization, clarity, concentration, focus, and projection to enhance dance performance. |
DA.2.11 | Perform a group dance for an audience (e.g., classroom or public) using technical skills, movement qualities, and performance values learned in class. |
Respond
DA.2.12 | Explain the influence of the choreographic vision and intent on the creative process. |
DA.2.13 | Articulate understanding of how personal experience influences the interpretation of a dance. |
DA.2.14 | Use accurate terminology to describe how elements of dance and choreographic structures and principles are used to communicate ideas in dances. |
DA.2.15 | Analyze and discuss the use of dance elements and choreographic structures in a variety of significant dance works from numerous genres and historical time periods |
DA.2.16 | Formulate and apply aesthetic criteria to evaluate personal work and the work of others in a positive and constructive manner. |
Connect
DA.2.17 | Identify health issues, strategies, and tools affecting the health, well-being, and care of the dancer's body. |
DA.2.18 | Use dance to integrate ideas and explore concepts from other content areas to inspire new approaches to the study of dance. |
DA.2.19 | Analyze the history of culturally diverse dances. |
Dance - Level III
In Dance - Level III, students will continue to advance their knowledge of a variety of dance concepts, ideas and techniques, and will develop as dance artists.
Create
DA.3.1 | Use a defined creative process to plan, create, revise, and present dance. |
DA.3.2 | Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria. |
DA.3.3 | Use improvisational strategies (e.g., mirroring, flocking, word imagery, and positive/negative space with partner) to develop movement phrases into a dance. |
DA.3.4 | Collaborate to create a duet, trio, or small group dance that conveys an idea, personal experience, concept, and/or other viewpoints with coherence and aesthetic unity. |
DA.3.5 | Create a duet, trio, or small group dance and revise it over time by modifying the dance concepts (e.g., elements of dance, choreographic structures, and choreographic principles) to further explore and understand the choreographic intent. |
Perform
DA.3.6 | Demonstrate appropriate behaviors and etiquette for self and others in a variety of dance roles (e.g., dancer, performer, choreographer, and observer) to enhance the performance experience. |
DA.3.7 | Execute and assess the integration of anatomy and technique through self- evaluation in a variety of dance genres. |
DA.3.8 | Differentiate between qualities of space, time, weight, and flow in dance sequences while integrating breath support into movement, phrasing, and expression. |
DA.3.9 | Demonstrate consistent performance values of memorization, clarity, concentration, focus, and projection in dance performance. |
DA.3.10 | Perform a duet, trio, or small group dance for an audience using technical skills, movement qualities, and performance values with coherence and aesthetic unity. |
Respond
DA.3.11 | Analyze the impact of movement selection, choreographic processes, and production design choices on communicating meaning in personal dances. |
DA.3.12 | Analyze dance elements, choreographic structures, and creative processes used in a variety of significant choreographers' works as inspiration for new student work. |
DA.3.13 | Compare the choreographer's intent and the audience members' interpretation of meaning. |
DA.3.14 | Evaluate student work through teacher, peer, and self-assessments to refine personal performance in dance. |
Connect
DA.3.15 | Evaluate personal actions, commitment, and discipline necessary to achieve dance goals. |
DA.3.16 | Analyze and perform a dance that displays the traditions and techniques of a specific culture or historical period. |
DA.3.17 | Research and discuss issues of ethnicity, gender, socio-economic class, age, and/or physical condition in relation to dance. |
DA.3.18 | Create interdisciplinary projects integrating dance and other disciplines. |
Dance - Level IV
In Dance - Level IV, students will find individual voice as artists.
Create
DA.4.1 | Use personal aesthetic criteria to guide the creative process in dance. |
DA.4.2 | Create dances using appropriate movement choices; choreographic principles, structures, and processes; and production elements to fulfill choreographic intent and meet aesthetic criteria. |
DA.4.3 | Generate innovative solutions to movement problems with personal choreography and the choreography of others. |
DA.4.4 | Create an individual dance conveying ideas, experiences, feelings, concepts, images, or narratives that have personal meaning or social significance. |
DA.4.5 | Create a group dance with coherence and aesthetic unity and revise it over time by modifying the dance concepts to further explore, understand, and develop the choreographic intent. |
Perform
DA.4.6 | Demonstrate consistent appropriate behaviors and etiquette for self and others in a variety of dance roles to maintain a supportive environment. |
DA.4.7 | Refine the use of anatomy, technique, articulation of movement, and aesthetic criteria through self- evaluation to enhance dance movement and performance. |
DA.4.8 | Integrate the use of elements of dance, breath, articulation, and weight shift in movement and performance. |
DA.4.9 | Integrate performance values when creating and performing dance. |
DA.4.10 | Perform individual and group dances for an audience using technical skills, movement qualities, and performance values with coherence and aesthetic unity. |
Respond
DA.4.11 | Analyze how movement ideas, elements, and structures of dances are developed to create meaning. |
DA.4.12 | Critique dances in terms of multiple aesthetic and cultural criteria. |
DA.4.13 | Evaluate personal performance in dance using feedback from a variety of sources. |
Connect
DA.4.14 | Explain the impact of lifestyle choices, self-concept, cultural media, and social environment on dancers. |
DA.4.15 | Relate skills and qualities leading to success in the dance field to life experiences (e.g., responsibility, adaptability, organization, communication, and time management). |
DA.4.16 | Interpret dance from personal, cultural, and historical contexts. |
DA.4.17 | Analyze the impact of physical and social conditions on dance. |
Theatre- Levels I - IV(Grades 9-12)
Theatre is one of the four programs of study from which an elective course may be chosen to fulfill the graduation requirement of one course in the arts. Theatre electives must be offered to accommodate at least one level of student achievement (Theatre I). Electives must be provided to accommodate four sequential levels of student achievement (Theatre I - IV).
Theatre classes provide opportunities for both individual and group projects. For this reason, students working at two, three, or four different levels may be accommodated in a single class.
Scriptwriting | Acting |
* Devise scripts through improvising, adapting, writing and refining texts based on personal experiences, heritage, imagination, literature, and history. | * Act by developing, communicating, and sustaining characters in improvisations and informal and formal productions. |
Technical Theatre | Directing |
* Design and produce by conceptualizing and realizing artistic interpretations for informal and formal productions. | * Direct by interpreting dramatic texts and organizing and conducting rehearsals for theatre. |
Career Development | Connecting |
* Developing the skills to be successful in the Arts and Entertainment Industry. | * Construct meaning by analyzing, comparing, critiquing, and integrating concepts from theatre and other art forms from a variety of contexts and cultures. |
Theatre -Level I
In Theatre - Level I, students will adapt stories for performance; identify contemporary styles of theatre/drama and depict characters in them; identify elements of technical theatre; and demonstrate technical theatre knowledge and skills. Students will discuss multiple interpretations for production ideas and will identify how the non-dramatic art forms enhance a theatre production. Students will explore how culture, historical period, and context influence the creation and interpretation of theatre.
Script writing
TH.1.1 | Select materials for adaptation (e.g., stories, myths, fables, personal experiences, songs) and analyze the content of the material for dramatic elements. |
TH.1.2 | Experiment with stories to create a variety of theatrical forms (e.g., reader's theatre, improvisation, tableau, pantomime) which demonstrate understanding of dramatic elements. |
Acting
TH.1.3 | Practice memorization skills in the creation of simple characters. |
TH.1.4 | Demonstrate the focus, concentration, observation, and believable action necessary to sustain a character. |
TH.1.5 | Experiment with a variety of ways to use the body and voice in performance. |
TH.1.6 | Discuss how style and genre influence the creation of character. |
TH.1.7 | Communicate responsibly and respectfully in an ensemble. |
Technical Theatre
T.1.8 | Recognize ways in which technical elements support a story. |
T.1.9 | Identify technical elements of theatre. |
T.1.10 | Recognize technical vocabulary, knowledge, and skills to assist in safely solving the problems of functional scenery, properties, lighting, sound, costumes, and makeup. |
T.1.11 | Articulate the production team hierarchy and each position's contribution to the production process. |
Directing
TH.1.12 | Research and analyze information related to historical, cultural, and social contexts of plays. |
TH.1.13 | Demonstrate possible interpretations for a text (e.g., improvisations, scenes, plays) using a variety of techniques. |
TH.1.14 | Practice respect, sensitivity, teamwork, and leadership in ensemble activities. |
TH.1.15 | Analyze a live theatre performance through written critique. |
Career Development
TH.1.16 | Identify the role and the responsibilities of careers in theatre and the entertainment industry. |
TH.1.17 | Begin a monologue repertoire or a technical theatre portfolio. |
Connecting
TH.1.18 | Identify and articulate cultural, historical, and symbolic clues in dramatic texts, and use the information to make artistic choices in informal and formal productions. |
TH.1.19 | Explore the impact of multiple arts disciplines on the expression of ideas and emotions in a theatre production. |
TH.1.20 | Identify the origins of various theatrical entertainment and rituals throughout history. |
TH.1.21 | Research the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods. |
TH.1.22 | Explore examples of dramatic literature from various cultures and historical periods. |
Theatre - Level II
In Theatre - Level II, students will write, perform, and evaluate theatre productions; identify and demonstrate selected historical styles of theatre/drama; and perform contemporary and classical characters' parts. Students will explain basic properties of technical theatre and will apply that knowledge and skills.
Scriptwriting
TH.2.1 | Devise, perform, and evaluate monologues and scenes that depict well-developed characters. |
TH.2.2 | Identify and apply in performance a variety of theatrical conventions in writing and improvisation (e.g. narration, flashback, play within a play, chorus, aside, and soliloquy.) |
Acting
TH.2.3 | Analyze a scene or play for contextual clues that inform and support character development. |
TH.2.4 | Communicate character through the expressive use of body and voice. |
TH.2.5 | Perform a variety of vivid characters based on research of historical periods of theatre and various acting techniques. |
TH.2.6 | Demonstrate cooperative and collaborative behaviors and skills to form an ensemble. |
Technical Theatre
TH.2.7 | Articulate the constraints of physical space on theatrical design (e.g., proscenium, thrust, touring venues). |
TH.2.8 | Recognize theatre design components (e.g., flats, platforms, props, costumes, stage lights, sound effects). |
TH.2.9 | Describe the process used to create designs. |
TH.2.10 | Use text analysis and research to generate technical and set design ideas. |
TH.2.11 | Demonstrate the safe use of specific tools used by theatre designers and technicians. |
TH.2.12 | Collaborate to solve challenges of functional technical theatre elements. |
Directing
TH.2.13 | Explore unified concepts based on text analysis and research (e.g., playwright, historical, social and cultural context). |
TH.2.14 | Devise blocking and movement and basic scenic elements (e.g., furniture, hand props) to form stage pictures and compositions which communicate character relationships, status, focus, and action. |
TH.2.15 | Discuss and recognize different audition and casting techniques. |
Career Development
TH.2.16 | Identify roles and responsibilities found in various careers in theatre and the entertainment industry. |
TH.2.17 | Expand monologue repertoire or continue to update technical theatre portfolio. |
Connecting
TH.2.18 | Construct meaning from multiple arts disciplines representing a variety of contexts and cultures. |
TH.2.19 | Relate social concepts (e.g. themes, lessons, attitudes, values, morals) from productions representing a variety of cultures and historical periods to current personal, national, and international issues. |
TH.2.20 | Demonstrate the integration of several arts disciplines in informal and formal presentations. |
TH.2.21 | Critique personal and others' dramatic performances to suggest constructively alternative artistic choices, taking into account the context |
TH.2.22 | Discuss cultural and historical sources of American theatre and musical theatre. |
Theatre - Level III
In Theatre - Level III, students will collaborate in developing original dramatic pieces or short plays and will demonstrate ensemble in rehearsing and performing informal and formal theatre works. They will identify how scientific and technological advances impact theatre and will assist directors in developing safe production concepts. Students will assist in creating and implementing a production.
Scriptwriting
TH.3.1 | Compose and perform dramatic pieces that communicate the character's inner life and the socio-cultural forces that influence the characters' wants, needs, intentions, and actions. |
TH.3.2 | Create a complex plot structure which includes preliminary situation, inciting/initial incident, rising action, climax, falling action, and resolution. |
TH.3.3 | Create meaningful stage directions that enhance character, setting, and plot. |
TH.3.4 | Explain initial inspiration and justify artistic choices. |
Acting
TH.3.5 | Demonstrate artistic discipline to achieve ensemble in rehearsal and performance. |
TH.3.6 | Create consistent, believable performances in informal and formal theatre. |
TH.3.7 | Assess the performances of self and others through responsible critique. |
Technical Theatre
TH.3.8 | Identify how scientific and technological advances affect set, light, sound, costume design, and implementation for theatre and electronic media productions. |
TH.3.9 | Explore the use of symbols and symbolism in design. |
TH.3.10 | Develop unified production concepts, in collaboration with directors and production teams, conveying the metaphorical nature of theatre or electronic media productions. |
TH.3.11 | Practice safe construction techniques and efficient operation of technical aspects of theatre or electronic media production. |
TH.3.12 | Use problem solving skills to assist in creating and reliably implementing stage management, promotional, and business plans. |
Directing
TH.3.13 | Reframe information from text analysis and/or research to state a play's theme that speaks to current society and culture. |
TH.3.14 | Communicate meaning and artistic vision through blocking, movement, actions, composition, pacing, and patterns. |
TH.3.15 | Organize and manage the rehearsal time necessary to produce an informal theatre production. |
Career Development
TH.3.16 | Explore different career opportunities in community and professional theatre. |
TH.3.17 | Expand monologue repertoire or continue to update technical theatre portfolio. |
Connecting
TH.3.18 | Identify the conventions of nontraditional theatrical performances. |
TH.3.19 | Compare and contrast various interpretations of the same texts and/or performances. |
TH.3.20 | Explain the historical and cross-cultural influences on contemporary theatre and electronic media productions. |
TH.3.21 | Analyze and evaluate critiques about personal dramatic work, explaining points most appropriate to facilitate further development of the work. |
Theatre - Level IV
In Theatre - Level IV, students will write scripts which may include multi-media productions; demonstrate artistic discipline to achieve ensemble in rehearsal and performance of informal and formal theatre works and works in film, television, or electronic media; explain how scientific and technological advances impact theatre; collaborate with directors to develop unified production concepts. Students will collaborate with designers and actors, demonstrating direction skills. Students will develop and document evidence of their own artistic growth.
Scriptwriting
TH.4.1 | Describe the writing process as it applies to script development and artistic choices. |
TH.4.2 | Organize research, observation, and reflection to develop script ideas and generate complex characters and plot. |
TH.4.3 | Compose a script based upon historical research and social context. |
TH.4.4 | Defend inspiration, artistic choices, and dramatic style when receiving feedback. |
Acting
TH4.5 | Create and perform characters of depth, attending to character choices rooted in text. |
TH.4.6 | Create personal blocking, physicalization, and character nuances based on intuitive response to text beyond the direction of the director. |
TH.4.7 | Sustain contrasting characters performed in informal and formal theatre or electronic media productions. |
TH.4.8 | Assess and refine performances through responsible critique of self and others. |
Technical Theatre
TH.4.9 | Create a unified production concept to present to directors and production teams for informal and formal theatre or electronic media productions. |
TH4.10 | Serve on a technical theatre crew for a formal or informal production. |
TH.4.11 | Design and create a technical production project (e.g., a costume, lighting plot, sound design, prop, scenery, puppet). |
Directing
TH.4.12 | Facilitate the entire production of a theatre event within the limitations of the performance space, time, and budget. |
TH.4.13 | Positively respond to criticism; defend artistic choices; assess the process and the product and recommend changes. |
TH.4.14 | Collaborate with designers and actors to develop aesthetically unified production concepts for formal theatre production. |
Career Development
TH.4.15 | Identify postsecondary education and training opportunities for pursuing a career in theatre. |
TH.4.16 | Select contrasting monologues suitable for scholarship audition or refine existing portfolio for scholarship interview. |
TH.4.17 | Write and refine a personal resume. |
TH.4.18 | Prepare a picture for a portfolio or resume headshot. |
Connecting
TH.4.19 | Research and describe appropriate historical production designs, techniques and performances from various cultures to assist in making artistic choices for theatre or electronic media productions. |
TH.4.20 | Apply integrated designs using several arts and/or media in theatre and electronic media productions. |
TH.4.21 | Construct personal meanings from non-traditional dramatic performances. |
TH.4.22 | Seek to establish personal connections to multi-cultural dramatic performances. |
TH.4.23 | Examine their place as a theatre artist in the context of the local and global community. |
W. Va. Code R. § 126-44I-5