Indiana Learning Standards - Fine Arts: Dance, Music, Theatre, Visual Arts — Grade 10


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6.1.1

Sing with good posture, appropriate tone quality, and breath support.

6.1.2

Explore the changing voice and expanding vocal range through warm-ups, breathing exercises, and appropriate repertoire.

6.1.3

Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation

6.1.4

Sing scales and intervals using note names, solfge, or numbers

6.1.5

Sing accompanied and a cappella repertoire in a variety of languages, styles, and genres. Add movement or body percussion when appropriate to enhance authentic performance

6.1.6

Sing using a score and from memory, following the cues of a conductor

6.2.1

Play with correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and correct hand position.

6.2.2

Play pitched and non-pitched classroom instruments using correct techniques for producing sound.

6.2.3

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance.

6.2.4

Play an appropriate variety of repertoire, independently and in large and small ensembles.

6.2.5

Follow the directions of a conductor.

6.2.6

Maintain an independent part on an instrument in a group while following the cues of a conductor.

6.3.1

Sing or play extended responses to teacher or student questions.

6.3.2

Create improvised melodies within a limited note range.

6.3.3

Improvise independently with voice or instruments to create a short piece as directed by a teacher or student conductor.

6.3.4

Improvise appropriate rhythmic movement to accompany a song or instrumental piece.

6.3.5

Use voices, instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story.

6.4.1

Independently create simple practice exercises to improve technique and tone production.

6.4.2

Plan an accompaniment such as a descant or rhythmic part to be used in performance of repertoire.

6.4.3

Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources.

6.5.1

Read and sing appropriate repertoire written in treble clef.

6.5.2

Sight-read music written in appropriate clefs and major keys and in duple and triple meter, using a consistent method.

6.5.3

Identify and apply musical symbols found in scores

6.5.4

Identify and apply musical terms for dynamics, tempo, articulation, and expression

6.5.5

Identify examples of non-standard notation.

6.6.1

Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood.

6.6.2

Listen to and describe the relationship of the instrumental parts in a work being rehearsed using appropriate terminology.

6.6.3

Describe how a composer may have used musical elements to convey a particular mood in repertoire being studied.

6.6.4

Identify singers by vocal range and distinguish types of vocal ensembles.

6.6.5

Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic instruments, and those from world cultures.

6.7.1

Use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of instrumental performances.

6.7.2

Listen to and compare examples of a particular style or genre using basic music terminology.

6.7.3

Apply established criteria to evaluate performances of own ensemble.

6.7.4

Identify and demonstrate appropriate performance behaviors.

6.8.1

From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas.

6.8.2

Respond to specific writing prompts such as, How is listening to music different than looking at art or reading a poem?

6.8.3

Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities.

6.8.4

Understand the physical properties of sound including frequency, amplitude, and wavelength as they relate to specific instrument families.

6.8.5

Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

6.9.1

Investigate past and contemporary uses of music to influence societal change such as the political context of Yankee Doodle, or protest songs like Blowin in the Wind or I Am Woman.

6.9.2

Investigate the cultural origin and evolution of specific instruments

6.9.3

Perform instrumental repertoire in an authentic style that reflects the origin of the music.

6.9.4

Explore various musical styles and genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and popular dance.

6.9.5

Reflect on the way that music is a part of individual experience through activities such as responding to the writing prompt, Write your own personal music history, beginning with the first music-making experience that you remember.

6.9.6

Identify various career opportunities related to contemporary American music.

7.1.1

Sing with good posture, appropriate tone quality, and breath support.

7.1.2

Explore the changing voice and expanding vocal range.

7.1.3

Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

7.1.4

Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation, and appropriate movement.

7.1.5

Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment.

7.1.6

Sing using a score and from memory, following the directions of a conductor.

7.2.1

Play melodic, rhythmic, and harmonic patterns by rote and by reading.

7.2.2

Play pitched and non-pitched classroom instruments using correct techniques for producing sound.

7.2.3

Practice instrumental performance skills using sequenced accompaniments and dedicated practice/accompaniment software.

7.2.4

Play an appropriate variety of repertoire, independently and in large and small ensembles

7.2.5

Follow the directions of a conductor

7.2.6

Maintain an independent part on an instrument in a group while following the cues of a conductor.

7.3.1

Improvise call and response conversations in vocal and rhythmic warm-ups.

7.3.2

Improvise simple melodies and accompaniments within specified guidelines using a variety of electronic sound sources.

7.3.3

Improvise independently and cooperatively with voice or instruments to create a short piece as directed by a teacher or student conductor.

7.3.4

Create appropriate rhythmic movement to accompany a song or instrumental piece.

7.3.5

Use voices and instruments to create appropriate sound effects as accompaniments to a poem or short story.

7.4.1

Independently create practice exercises to improve technique and tone production

7.4.2

Compose and notate short melodies for individual instruments within established guidelines.

7.4.3

Find a pre-recorded sequence and arrange the piece with different instrumentation than the original version.

7.4.4

Create an electronically generated composition within specific guidelines that utilizes melodic, harmonic, and rhythmic elements found in existing musical works.

7.5.1

Read and sing appropriate repertoire written in treble and bass clefs.

7.5.2

Identify and notate rhythms and melodies from aural examples.

7.5.3

Notate simple melodies using music notation software

7.5.4

Identify and apply musical terms for dynamics, tempo, articulation, and expression

7.5.5

Identify examples of non-standard notation.

7.6.1

Identify rhythmic, melodic, and harmonic elements in examples using music software.

7.6.2

Listen to and describe the relationship of each voice part and the accompaniment in a choral work being rehearsed using appropriate terminology.

7.6.3

Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods.

7.6.4

Listen to music of different styles, genres, and time periods and write a description using word processing software.

7.7.1

Use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances.

7.7.2

Establish an electronic portfolio and archive recordings that document individual progress as a performer.

7.7.3

Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

7.7.4

Identify and demonstrate appropriate performance behaviors.

7.8.1

Demonstrate knowledge of copyright law as it applies to downloading music from the Internet and using music in multimedia presentations.

7.8.2

Keep a journal of written responses to musical examples heard in class.

7.8.3

Understand the physiological basis for good playing posture and technique.

7.8.4

Recognize how choral performance can be enhanced through related art forms such as dance and visual arts.

7.8.5

Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities.

7.9.1

Investigate past and contemporary uses of music to influence societal change such as campaign songs or songs of protest related to issues such as human rights, the environment, or nuclear weapons.

7.9.2

Listen to specific examples of program music related to cultural events in Asia, Africa, Europe, and the Americas such as The Moldau by Smetana or In the Steppes of Central Asia by Borodin

7.9.3

Perform instrumental repertoire in an authentic style that reflects the origin of the music.

7.9.4

Understand and describe vocal styles appropriate to specific settings.

7.9.5

Respond to specific writing prompts such as, Is music valued in our culture, how, and by whom?

7.9.6

Identify various career opportunities related to contemporary American music.

8.1.1

Identify and demonstrate proper vocal technique including good breath control, pitch, diction, tone quality, and posture.

8.1.2

Sing individual choral parts for practice/rehearsal using music production and dedicated practice/accompaniment software.

8.1.3

Sing musical selections using note names, solfge, or numbers.

8.1.4

Sing repertoire with a variety of voicing combinations and an appropriate level of difficulty alone or in groups, both from a score and from memory.

8.1.5

Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment.

8.1.6

Sing using a score and from memory, following the directions of a conductor

8.2.1

Play melodic, rhythmic, and harmonic patterns accurately using electronic instruments.

8.2.2

Play one and two octave major, minor, and chromatic scales in keys and ranges appropriate to each instrument.

8.2.3

Accompany appropriate vocal repertoire with innovative tonal and rhythmic patterns performed on traditional or culturally authentic instruments with expression, dynamic contrast, and appropriate technique and style.

8.2.4

Play a variety of appropriate historical and contemporary repertoire, independently and in large and small ensembles.

8.2.5

Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics.

8.2.6

Maintain an independent part on an instrument in a group while following the cues of a conductor.

8.3.1

Improvise melodic call and response phrases using electronic instruments.

8.3.2

Improvise simple melodies and accompaniments within specified guidelines using a variety of electronic sound sources.

8.3.3

Improvise harmonic accompaniments with primary and blues chord progressions.

8.3.4

Improvise a melody based on the blues scale over a blues chord progression generated by a sequencer or intelligent accompaniment software program.

8.4.1

Compose melodies and accompaniments for given texts.

8.4.2

Compose and notate melodies for individual instruments within established guidelines

8.4.3

Arrange and play a scale or melody written for another instrument such as transposing a flute part for trumpet.

8.4.4

Create an electronically generated composition within specific guidelines that utilizes melodic, harmonic, and rhythmic elements found in existing musical works.

8.4.5

Record a sequence and synchronize it with a movie soundtrack, film, or video using notation or music production software.

8.5.1

Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth, and dotted eighth notes and rests in 2/4, 3/4, 4/4, 6/8 and 3/8 and alla breve meters.

8.5.2

Sight-read music written in appropriate clefs and major and minor keys and in simple and compound meters using a consistent method.

8.5.3

Listen to a composition created using music notation software and add symbols indicating tempo, dynamics, and expressive detail.

8.5.4

Interpret and perform non-standard notation in scores.

8.5.5

Identify examples of non-standard notation.

8.6.1

Identify rhythmic, melodic, and harmonic elements of music using computer-assisted instruction software.

8.6.2

Listen to and describe the relationship of each voice part and the accompaniment in a choral work being rehearsed, using appropriate terminology.

8.6.3

Identify musical elements in repertoire being studied that may convey a particular emotion or mood.

8.6.4

Identify instruments and voice types in aural examples of music from different styles, genres, cultures, and historical periods.

8.7.1

Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently

8.7.2

Listen to recordings and live performances of instrumental ensembles playing appropriate repertoire. Apply established criteria to evaluate the performances.

8.7.3

Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

8.7.4

Identify and demonstrate appropriate performance behaviors.

8.8.1

Explore the relationship of music and text in repertoire being studied.

8.8.2

Keep a journal of written responses to musical examples heard in class.

8.8.3

Keep a journal of written responses to choral examples heard in class.

8.8.4

Respond to specific writing prompts such as, Do you believe that music study and experience affect understanding and achievement in other subject areas and if so, why and how?

8.8.5

Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

8.9.1

Use computer-assisted instruction software and the Internet to place musical events in their historical and cultural context.

8.9.2

Listen to specific excerpts and examples of program music related to historical events in Asia, Africa, Europe, and the Americas such as Beethovens Eroica Symphony and Coplands Fanfare for the Common Man, and place them on a timeline.

8.9.3

Perform instrumental repertoire in an authentic style that reflects the origin of the music.

8.9.4

Understand and describe vocal styles appropriate to specific settings.

8.9.5

Discuss the roles of various choral ensembles in the community and opportunities for participation.

8.9.6

Explore the roles of music and musicians in various cultures including our own, and identify potential careers in music and the necessary educational preparation.

H.1.1

Sing using proper vocal technique including body alignment, breath support and control, position of tongue and jaw, and use of resonance.

H.1.2

Sing individual choral parts for practice/rehearsal using music production software.

H.1.3

PROFICIENT: Perform individual dance steps and movements in a broad dynamic range. ADVANCED: Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.

H.1.4

Sing literature representing a variety of vocal styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory. Add suitable movement and/or body percussion to enhance the performance of vocal repertoire.

H.1.5

Sing excerpts from repertoire using a consistent method to develop independence in sight singing.

H.1.6

PROFICIENT: Identify the knowledge and skills gained in art experiences that transfer to daily life ADVANCED: Identify the knowledge and skills gained in art experiences that transfer to daily life

H.1.7

PROFICIENT: Critique art experienced at local and state museums, exhibits, movie theaters, other arts-related establishments, public art, and digital resources, then analyze the effect of these experiences upon daily life. ADVANCED: Critique art experienced at local and state museums, exhibits, movie theaters, other arts-related establishments, public art, and digital resources, then analyze the effect of these experiences upon daily life through writing or discussion.

H.1.8

PROFICIENT: Know the responsibilities of and the need for individual art patrons in the community. ADVANCED: Identify service opportunities for supporting the arts in the community and become actively involved.

H.1.9

PROFICIENT Analyze impact of the arts community and culture on local, state, and national economies. ADVANCED Research findings on the arts and economic development, from local and statewide impact studies to national reports.

H.10.1

PROFICIENT: Attend and critique theatrical productions and analyze the effects of these experiences. ADVANCED: Attend and critique theatrical productions and analyze the effects of these experiences on ones individual growth and critical aesthetic.

H.10.2

PROFICIENT: Recognize the responsibilities and the importance of individual theatre patrons in the community. ADVANCED: Identify service opportunities for supporting theatre in the community and become actively involved.

H.11.1

PROFICIENT: Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines. ADVANCED: Associate the creative and analytical principles and techniques of theatre with other disciplines.

H.11.2

PROFICIENT: Create works (scenes, debates, critiques, or journals) that demonstrate knowledge of other disciplines through theatre activities. ADVANCED: Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.

H.12.1

PROFICIENT: Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts. ADVANCED: Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.

H.12.2

PROFICIENT: Create works that integrate media, processes, and concepts of other art forms. ADVANCED: Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.

H.2.1

Play simple notated melodic patterns and intervals on the keyboard, demonstrating understanding of the relationship of the keys to notes on the staff.

H.2.10

Play a variety of appropriate repertoire in small ensembles with one student per part.

H.2.2

Experiment with basic tone production on a variety of instruments.

H.2.3

PROFICIENT: Identify art and artifacts from major movements and time-periods and place them on a timeline. ADVANCED: Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.

H.2.4

Play a variety of historical and contemporary repertoire from Western and non-Western cultures that uses both traditional and non-traditional notation.

H.2.5

Play a variety of repertoire with a difficulty level of 4 (on a scale of 1 to 6).

H.2.6

Play an appropriate part in a variety of large and small ensembles, demonstrating well-developed ensemble skills.

H.2.7

Learn conducting patterns and techniques and follow cues of teacher and student conductors

H.2.8

Play compositions arranged for a variety of ensemble types such as woodwind quintet, string quartet, flute choir, and percussion ensemble.

H.2.9

Play a variety of repertoire with a difficulty level of 5 (on a scale of 1 to 6).

H.3.1

PROFICIENT: Articulate understanding of a play using elements of dramatic structure (plot, character, theme, language, music, and spectacle). ADVANCED: Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.

H.3.2

Improvise a melody over an accompaniment that is generated by intelligent software.

H.3.2.

PROFICIENT: Analyze the central action of the play and discuss its cause and effect. ADVANCED: Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim

H.3.3

PROFICIENT: Create and present dance compositions based on various categories of abstracted everyday movement. ADVANCED: Create and present a completed dance work based on abstract movement

H.3.4

Embellish a melody by adding or changing notes such as passing tones and other non-harmonic tones or by altering its rhythmic structure.

H.3.5

Improvise melodies, harmonies, and accompaniments in styles from various musical eras or cultural traditions

H.3.6

Improvise solos on original melodies over given chord progressions

H.3.7

Improvise melodies, harmonies, and accompaniments in styles from various musical eras or cultures.

H.4.1

PROFICIENT: Develop and maintain weekly journals of dance experiences and periodically share key moments with the class. ADVANCED: Develop and maintain a weekly journal of dance experiences that reflects and evaluates self-progression.

H.4.2

Arrange music for different instruments or voices than originally written including transposing instruments.

H.4.3

PROFICIENT: Analyze the views of an aesthetician. ADVANCED: Analyze and compare writings of aestheticians.

H.4.4

Arrange a known work in a different style or for different instrumentation.

H.4.5

Write original compositions or arrangements to be performed by the ensemble.

H.5.1

PROFICIENT: Evaluate and document the role of dance from two or more cultures or historical periods. ADVANCED: Evaluate and document the role of dance in history.

H.5.2

Interpret non-standard notation used in various contemporary scores.

H.5.3

Sight-read music with an appropriate level of difficulty in major and minor keys, using a consistent method.

H.5.4

Read and follow other voice parts in a score.

H.6.1

PROFICIENT: Demonstrate the benefits of dance in managing stress. ADVANCED: Demonstrate an understanding of performance psychology relating to dance.

H.6.2

Identify musical forms such as such as binary, ternary, rondo, fugue, or theme and variations in aural examples.

H.6.3

PROFICIENT: Identify the origin, function, and meaning of symbols and metaphors used in personal work. ADVANCED: Appropriate symbols and metaphors from art and describe their origin, function, and value in personal work.

H.6.4

Listen to, analyze, and discuss the relationship of movements or sections in extended works being played such as a suite or symphony.

H.6.5

Identify compositional elements in repertoire being studied that may convey a particular emotion or mood.

H.6.6

PROFICIENT: Demonstrate respect for personal work and the work of others. ADVANCED: Demonstrate respect for personal work and the work of others

H.7.1

PROFICIENT: Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform personal work. ADVANCED: Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function.

H.7.2

Establish criteria to evaluate student compositions, based on understanding of compositional techniques.

H.7.3

PROFICIENT: Create artworks that demonstrate skill and understanding of different media, processes, and techniques. ADVANCED: Begin, define, and solve challenging visual problems, demonstrating skill and indepth understanding of media and processes.

H.7.4

Establish criteria for selecting solo or small ensemble repertoire, based on level of difficulty and appropriateness for specific performance venues

H.7.5

Identify and demonstrate appropriate performance behaviors in a variety of concert venues.

H.8.1

Explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning.

H.8.2

PROFICIENT: Analyze a script to discover the clues about inner life of a character. ADVANCED: Employ a careful process of script analysis in the creation of a character.

H.8.3

PROFICIENT: Utilize observation as a tool in the process of creating a character. ADVANCED: Create a character by combining, modifying, or adapting various observations.

H.8.4

Compare choral works and other art forms with similar characteristics and effects to enhance understanding and interpretation of the music.

H.8.5

Identify instances in which composers have been inspired by creative ideas or works outside of music.

H.8.6

Recognize how instrumental performance can be enhanced through related art forms such as dance and visual arts.

H.8.7

Respond to specific writing prompts such as, What should be the role of competition in an instrumental ensemble?

H.9.1

Recognize compositional devices of music of the Baroque, Classical, Romantic, and Contemporary periods and jazz.

H.9.2

Investigate the cultural origin and evolution of specific instruments as related to music being studied.

H.9.3

Perform instrumental repertoire in an authentic style that reflects its culture of origin, and consider the role music plays in that culture

H.9.4

Identify technology-related careers within the music industry such as producer, recording engineer, sound engineer, or others. Define prerequisite education.

H.9.5

Listen to examples of program music related to historical events, placing them on a timeline.

H.9.6

Discuss opportunities and preparation for further study and careers in vocal music.

H.9.7

Recognize the involvement of noted contemporary artists in the global community and their use of music to raise awareness of and influence societal issues.

H.9.8

Respond to specific writing prompts such as, Based on your experience with music from various cultures and historic periods, do you agree or disagree with the statement that music is a universal language?

H.9.9

Attend live performances of various styles and genres.