South Carolina Learning Standards for Visual and Performing Arts — Grade 8


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D8-1.1

Demonstrate and describe movement from a variety of dance techniques and kinesthetic skills (for example, initiation of movement, weight shift, fall and recovery, contraction and release).

D8-1.2

Identify and demonstrate basic dance steps, positions, and patterns in four or more genres or forms of dance.

D8-1.3

Form shapes and create designs with his or her body and in relation to others bodies, using a variety of spatial directions, pathways, and levels.

D8-1.4

Identify and demonstrate a broad range of movement qualities (for example, sustained, percussive, vibratory, bound, free- flowing).

D8-1.5

Demonstrate increasing kinesthetic awareness, concentration, focus, and projection when performing movement skills.

D8-1.6

Demonstrate accurate memorization and replication of movement sequences

D8-1.7

Demonstrate and use correct dance vocabulary to describe the actions (for example, skip, gallop, swing, bend) and movement elements (for example, levels, direction) in a brief movement study.

D8-1.8

Continue to refine technique through teacher correction, self-evaluation, and peer evaluation

D8-2.1

Use improvisation to generate movement and perform brief compositions based on a variety of stimuli (for example, sensory cues, ideas, moods).

D8-2.2

Create variations on an original phrase by using a variety of processes (for example, fragmentation, augmentation, diminution, transposition, reordering, chance).

D8-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

D8-2.4

Create original dance phrases or brief movement studies that demonstrate the principles of contrast and transition.

D8-2.5

Work alone, with a partner, or in a small group during the choreographic process.

D8-2.6

Demonstrate the following partnering skills: creating contrasting and complementary shapes and receiving and supporting small amounts of weight.

D8-2.7

Compare and contrast two or more dance works and define the choreographic tools being used in each.

D8-2.8

Translate basic motif description/dance notation into movement and use description/notation to record dance phrases.

D8-3.1

Create and perform brief dance sequences that communicate personal ideas, experiences, feelings, concepts, or images.

D8-3.2

Analyze the main idea, theme, or feeling of a dance in relation to a personal context.

D8-3.3

Create a dance sequence and select accompaniment (for example, sound, music, spoken text) that supports its meaning.

D8-3.4

Create a dance and describe lighting, costumes, props, and other scenic elements that would contribute to its meaning.

D8-3.5

Create and perform a dance sequence that communicates a topic of personal significance.

D8-4.1

Create and demonstrate multiple solutions to movement problems; identify the most interesting solutions and explain his or her choices.

D8-4.2

Compare and contrast two or more subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

D8-4.3

Identify, describe, analyze, and evaluate the quality of dances on the basis of aesthetic criteria (for example, skill of the performers, originality of the choreography, intent of the choreographer).

D8-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

D8-5.1

Perform four or more simple folk dances, social dances, classical dances, and/or theatrical dances and identify and describe the similarities and differences among them.

D8-5.2

Identify the role of dance in various cultures and historical contexts and distinguish the similarities and differences among them.

D8-5.3

Identify notable figures in dance and distinguish and/or evaluate the similarities and differences among their works and/or contributions.

D8-5.4

Perform excerpts from masterworks or etudes based on masterworks (with all copyright restrictions observed).

D8-6.1

Demonstrate respect for his or her own well-being and that of others by setting goals to maintain or achieve personal health and well-being through dance.

D8-6.2

Identify and describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

D8-6.3

Identify, demonstrate, and create warm-up exercises for specific muscle groups and explain the ways that warming up prepares the body for dancing.

D8-6.4

Identify and describe the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect a dancer.

D8-6.5

Identify bones and muscle groups and the ways that alignment, flexibility, and strength contribute to the bodys range of motion.

D8-7.1

Identify, describe, and analyze the similarities and differences among the arts.

D8-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

D8-7.3

Create a movement phrase that demonstrates examples of concepts used both in dance and in a discipline outside the arts or everyday life (for example, shapes in geometry, balance in the natural sciences, pattern in mathematics).

D8-7.4

Identify describe, and analyze the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, the creative process across all of the arts).

D8-7.5

Demonstrate basic proficiency in at least two technological applications related to dance (for example, human animation software, information retrieval via the Internet, dance notation, videotaping, video editing).

D8-7.6

Identify and describe the responsibilities associated with various careers in dance and identify personal career interests.

MA8-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MA8-1.2

Analyze and use a variety of media technologies, techniques, and processes.

MA8-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MA8-1.4

Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources.

MA8-1.5

Demonstrate the use of self-led and peer-led instruction and assessment materials for evaluating media artwork.

MA8-2.1

Expand his or her media arts vocabulary.

MA8-2.2

Design and create media artwork that communicates his or her experiences.

MA8-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MA8-2.4

Apply elements of artistic design specific to individual media.

MA8-3.1

Explain the ways that a variety of media texts address their intended purpose and audience.

MA8-3.2

Interpret increasingly complex media texts

MA8-3.3

Evaluate the effectiveness of the presentation and treatment of ideas in media texts.

MA8-3.4

Explain why different audiences might have different responses to a variety of media texts.

MA8-3.5

Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MA8-3.6

Identify whose point of view is presented in a media text and identify missing or alternative points of view.

MA8-4.1

Analyze examples of media artwork to gain an awareness of the components that connect the media arts to everyday life and activities in the world at large.

MA8-4.2

Analyze and describe the relationship between the media arts and other arts disciplines and other content areas.

MA8-4.3

Analyze and describe financial aspects of media arts productions, including budget responsibility and career opportunities.

MA8-5.1

Analyze ways that information from past and present culture has influenced the evolution of the media arts.

MA8-5.2

Compare and contrast media artwork that portrays the people and cultures of the world and those of South Carolina.

MA8-5.3

Analyze and describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MA8-6.1

Analyze and describe human, cultural, and societal issues related to the media arts and the use of technology.

MA8-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MC8-1.1

Echo simple rhythmic and melodic patterns.

MC8-1.2

Sing independently with accurate intonation and in rhythm, using appropriate timbre, diction, breath control, and good posture while maintaining a steady tempo in small and large ensembles.

MC8-1.3

Sing expressively and with technical accuracy.

MC8-1.4

Sing from memory a repertoire of choral music representing diverse genres and cultures.

MC8-1.5

Sing ostinati, partner songs, rounds, and two- and three-part music with or without accompaniment.

MC8-1.6

Sing in groups, develop aural skills, blend vocal timbres, match dynamic levels, and respond to the cues of the conductor.

MC8-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MC8-2.1

Improvise simple harmonic accompaniments.

MC8-2.2

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

MC8-2.3

Improvise short songs using a variety of sound sources, including music technology if available.

MC8-2.4

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

MC8-2.5

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology if available (for example, Sibelius and Finale software).

MC8-2.6

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

MC8-3.1

Use a system (for example, solfge syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 1 or 2 on a scale from 1 to 6.

MC8-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 1 or 2 on a scale from 1 to 6.

MC8-3.3

Identify symbols and traditional terms referring to dynamics, rhythm, expression, pitch, tempo, and articulation and interpret them correctly when performing.

MC8-3.4

Use available technology to write music notation with standard symbols for meter, rhythm, pitch, and dynamics.

MC8-4.1

Identify and interpret the use of musical forms in a varied repertoire of music (for example, symphony, concerto, sonata allegro, and Mass).

MC8-4.2

Analyze the use of basic musical elements when comparing and contrasting diverse musical examples including those representing South Carolina.

MC8-4.3

Use appropriate terminology to describe music notation, music instruments and voices, and music performances.

MC8-4.4

Compare and contrast the sound sources of vocal, instrumental, multicultural, and electronic music.

MC8-4.5

Explain the different emotional responses that people can have to various musical effects.

MC8-4.6

Develop specific criteria for evaluating the quality and effectiveness of musical performances and compositions and use those criteria to evaluate his or her own performances.

MC8-4.7

Use appropriate music terminology to defend his or her preferences for specific music works and styles.

MC8-5.1

Sing a diverse repertoire of music from various historical periods and cultures.

MC8-5.2

Compare and classify exemplary musical works by genre, style, historical period, composer, and title, including cultures represented in the history of South Carolina.

MC8-5.3

Examine the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

MC8-5.4

Describe the historic roles of musicians in various music settings and cultures and throughout the history of South Carolina.

MC8-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MC8-6.1

Identify common terms in music that are used in similar ways in one or more other arts disciplines (for example, texture, color, form).

MC8-6.2

Discuss the relationship that exists between subjects outside of the arts and music (for example, mathematics and music, English literature and music).

MC8-6.3

Explore careers in the arts by examining the roles of creators, performers, and others involved in the production and presentation of the arts.

MC8-6.4

Discuss ways that creativity and individual responsibility can be used in careers outside of music.

MC8-6.5

Identify the expenses involved in artistic productions (for example, performer salaries, rentals, auditorium).

MC8-6.6

Discuss the manner in which economic conditions, cultural values, and location affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

MG8-1.1

Sing with stylistic accuracy and good breath control, using appropriate diction, alone or in small and large ensembles.

MG8-1.2

Sing with expression and technical accuracy unison and two- and

MG8-1.3

Sing in various types of ensembles, including duet, trio, and quartet.

MG8-1.4

Play instruments alone and in a variety of ensembles, using proper technique and posture.

MG8-1.5

Use notation and aural perception to create and play melodies and accompaniments on a variety of classroom instruments and technologies.

MG8-1.6

Play a repertoire of instrumental literature with expression and accuracy.

MG8-1.7

Play music representing diverse genres and cultures (including music from South Carolina) with expression appropriate for the particular work they are performing.

MG8-1.8

Participate in organized ensembles (for example: OrffSchulwerk, World Music Drumming, Drum Circles, and available technologies keyboards).

MG8-1.9

Play a variety of instruments accurately and independently in small and large ensembles and alone.

MG8-2.1

Improvise simple harmonic accompaniments.

MG8-2.2

Improvise rhythmic variations and melodic embellishments on pentatonic melodies.

MG8-2.3

Improvise short melodies with and without basic rhythmic accompaniment.

MG8-2.4

Improvise melodies using accurate and consistent style, meter, and tonality.

MG8-2.5

Demonstrate creativity and expression by composing short pieces within specified guidelines, using manuscript and/or available technologies.

MG8-2.6

Arrange short pieces by creatively using a variety of voices and instruments.

MG8-2.7

Compose and arrange simple pieces using the expressive elements of music through traditional, nontraditional, and electronic media.

MG8-3.1

Read and write rhythmic notation in simple and compound meters and cut time.

MG8-3.2

Use an accepted methodology (syllable, numbers, or note names) to sight-read simple melodies in both the treble and the bass clefs.

MG8-3.3

Identify and define standard notation symbols for rhythm, pitch, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

MG8-3.4

Write notation for compositions using standard symbols for meter, rhythm, pitch, and dynamics using available technology.

MG8-4.1

Identify and interpret the use of musical forms in a varied repertoire of music.

MG8-4.2

Analyze the use of basic musical elements when comparing and contrasting diverse musical examples including those representing South Carolina.

MG8-4.3

Demonstrate knowledge of the basic principles of meter, tonality, intervals, chords, and harmonic progressions when analyzing written and/or aural examples of music.

MG8-4.4

Compare and contrast the sound sources (for example: reeds, strings) of a variety of musical instruments including orchestral, band, multicultural, and electronic.

MG8-4.5

Explain emotional responses to various musical effects.

MG8-4.6

Develop criteria for evaluating the quality and effectiveness of music performances and compositions.

MG8-4.7

Apply specific criteria for evaluating performances and compositions.

MG8-4.8

Apply music concepts when judging the quality of their own performances and those of others and when offering constructive suggestions for improvement.

MG8-5.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures including cultures represented in the history of South Carolina.

MG8-5.2

Classify and define by genre and style exemplary characteristics of musical works from diverse cultures, naming the title, composer, and historical period.

MG8-5.3

Compare and contrast the functions of music and musical settings in various world cultures and throughout the history of South Carolina.

MG8-5.4

Design audience behavior rubrics for a variety of performances or events and utilize the rubrics to self-assess and critique the audiences.

MG8-6.1

Compare and contrast the roles and income available through music careers in South Carolina and analyze the impact of the arts upon the economy of our state.

MG8-6.2

Identify non-profit arts organizations within the local community and state.

MG8-6.3

Compare how the principles, elements, and subject matter of other arts disciplines interrelate with those of music.

MG8-6.4

Compare and contrast how the principles and subject matter of various disciplines outside the arts interrelate with those of music and can be used reinforce each other.

MI8-1.1

Sing with technical accuracy and good breath control, alone or in small and large ensembles.