Grade 8 Fine Arts New Hampshire Standards

Understand the range of careers in the field of theatre arts and identify careers associated with this field.

sustain character during ensemble interactions.

transfer a spatial pattern from the visual to the kinesthetic;

Improvise melodies, variations, and accompaniments.

improvise short melodies, unaccompanied and with given rhythmic accompaniments, each in a consistent style, meter, and tonality.

learn folk and social dances from a variety of cultures or time periods, utilizing resources from the community;

create a dance that communicates a topic of personal significance.

play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

work collaboratively and safely to select and create elements of scenery, properties, lighting, and sound to signify environments;

design stage environments, including setting, sound and light from traditional and nontraditional sources;

sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2 on a scale of 1 to 6, including some songs performed from memory;

describe how a given work of art can be interpreted differently in various cultures and time;

describe and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts;

describe and place a variety of art objects by style and artist, and by historical and cultural contexts;

Sing, alone and with others, a varied repertoire of music.

describe and analyze the effect of publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances;

Students will research, evaluate and apply cultural and historical information to make artistic choices.

Evaluate music and music performances.

understand the evolution of classical dance forms from various cultures, such as ballet, East Indian or flamenco, and perform basic movement in one form;

Identify the range of careers in the field of dance.

identify personal goals and how aspects of dance can be used to meet these goals; identify steps they are taking to reach their goals;

express and communicate ideas symbolically and realistically;

perform music representing diverse genres and cultures, with expression appropriate for the work being performed;

explain strategies to prevent dance injuries;

select media and analyze how it effectively communicates and expresses ideas;

incorporate elements of dance, music, and visual arts to express ideas and emotions in improvised and scripted scenes;

Apply and demonstrate critical and creative thinking skills in dance.

describe and evaluate the perceived effectiveness of students' contributions (as playwrights, actors, designers, and directors) to the collaborative process of developing improvised and scripted scenes.

Music K-12

explain the knowledge, skills, and discipline needed to pursue careers and avocational opportunities in theatre, film, television, and electronic media.

demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way;

describe a variety of performance, production, and related careers in dance;

explain how culture affects the content and production values of dramatic performances;

transfer a rhythmic pattern from the aural to the kinesthetic;

compare in two or more arts how the characteristic features of each art discipline can be used to transform similar events, scenes, emotions, or ideas into works of art;

Identify choreographic principles.

identify professions where skills of arranging, composing and conducting music are used;

demonstrate increasing concentration, focus and kinesthetic awareness in performing movement skills;

identify the range of opportunities for individual skills to be used in local dance productions.

improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys;

identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression;

perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, playing position, and good breath, bow, or stick control;

compare the role of musicians, the function music serves and conditions under which music is typically performed, in several cultures of the world.

compare multiple purposes for creating works of art;

perform, with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a difficulty level of 2 on a scale of 1 to 6;

read at sight simple melodies in both the treble and bass clefs;

identify and demonstrate a range of dynamics or movement qualities;

create contrasting and complimentary shapes, giving and taking of weight and developing relationships in near and far space with a partner or a group;

Students will analyze, critique and construct meanings from works of theatre.

Analyze, interpret and evaluate their own and others' artwork.

analyze improvised and scripted scenes for technical requirements;

classify by genre, style, historical period, composer, or title bodies of exemplary musical works and explain the characteristics that cause each work to be considered exemplary;

Identify the range of careers in the field of music

use improvisation to build movement vocabulary;

use increasingly complex art materials and tools in a safe and responsible manner.

analyze descriptions, dialogue, and actions, in order to explain character motivation;

Select and apply a range of subject matter, symbols and ideas.

Understand the range of careers in the field of visual arts and identify careers associated with this field.

demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

develop staging and blocking techniques.

describe the value and significance of dance in everyday life;

recognize that music-related careers exist in musical production and direction.

explore the uses of the stage to enhance dramatic value;

describe specific music events in a given aural example, using appropriate terminology;

Students will make curriculum connections among theatre, the arts, and other disciplines.

consider and compare the sources for subject matter, symbols, and ideas in their own and others' work.

describe ways in which the principles and subject matter of theatre and other arts disciplines are interrelated.

describe their own responses to, and interpretation of, specific works of art;

use standard notation to record their musical ideas and the musical ideas of others;

use traditional and nontraditional sound sources and electronic media when composing and arranging.

describe occupations in which knowledge of design principles is important, such as fashion, manufacturing, advertising and web design.

compare and contrast two dance compositions in terms of space, time and force/energy;

identify a project that reveals similarities between two arts disciplines;

recognize that improvisation and accompaniment are creative skills that are needed in certain music careers;

reproduce movement phrases of varying length, dynamic qualities, and technical skill;

describe and analyze visual characteristics of works of art using visual arts terminology.

identify and experience New Hampshire theatre resources;

Make connections between dance and other disciplines.

recognize and reflect on the effects of arranging visual characteristics in works of art;

apply the principles of design in solving a visual arts problem.

describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance, music, and visual arts;

lead small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes;

select and use the elements of art and principles of design to improve communication and expression of ideas;

Identify and demonstrate movement elements and skills in performing dance.

refine and record dialogue and action;

create a movement problem and demonstrate multiple solutions; choose the most interesting solution and discuss the reasons for the choice;

Compose and arrange music within specified guidelines.

compare and contrast the difference between pantomiming and abstracting gesture;

Visual Arts K-12

Recognize and demonstrate dance in various cultures and historical periods.

analyze how different accompaniment, such as sound, music, or spoken text, can affect the meaning of a dance;

analyze how elements of music are expressed in diverse genres and cultures;

sing music representing diverse genres and cultures, with expression appropriate for the work being performed;

apply research from print and other sources to script writing, acting, design, and directing choices.

identify visual artists who are recognized locally, nationally, and internationally;

identify possible aesthetic criteria for evaluating dance.

describe the value and significance of theatre in their daily lives.

Students will direct by planning or interpreting works of theatre by organizing and conducting rehearsals.

arrange simple pieces for voices or instruments other than those for which the pieces were written;

analyze the meanings of contemporary and historic artworks;

develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their own personal listening and performing;

demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery;

describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects culture;

use the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas;

use articulated criteria to describe, analyze, and constructively evaluate the effectiveness of artistic choices found in dramatic performances;

understand the evolution of twentieth century American social and theatrical dance, such as the Charleston, the Lindy, tap, jazz and modern and perform basic movements;

demonstrate how lighting, costuming, and setting can contribute to the meaning of a dance;

perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3 on a scale of 1 to 6, including some solos performed from memory.

identify and demonstrate basic dance steps, positions, and patterns for dance from various styles;

demonstrate varying structures and forms of composition, such as: AB, ABA, canon, call and response, and narrative;

(for choral/instrumental students) sight-read accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.

demonstrate artistic choices, such as body alignment and diction, that develop characterizations;

Understand relationships among music, the other arts, and disciplines outside the arts.

identify a variety of performance and production related careers in theatre arts (such as actor, technician, stage manager, and designer);

Students will act by developing, improvising, communicating and sustaining characters.

analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures;

Theatre K-12

observe the same dance both live and recorded on video; compare the aesthetic impact of the two observations.

Identify and apply the elements of visual art and principles of design.

demonstrate symmetrical and asymmetrical design elements alone, with a partner, or with a group;

describe ways in which the principles and subject matter of other disciplines are related to those of music.

Students will make connections among the visual arts, other disciplines, and daily life.

Dance K-12

evaluate the quality and effectiveness of their own and others' work by using specific criteria;

sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles;

through the use of theatre elements, demonstrate social, group, and consensus skills;

write simple scripts.

Make connections between dance and healthful living.

use subjects, themes, and symbols that communicate and express intended meaning in their artwork;

sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3 on a scale of 1 to 6, including some songs from memory.

Read and notate music.

compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance;

create their own warm-up movements; discuss how that warm-up prepares the body and mind for expressive purposes;

identify local, national, or international individuals who are composers/arrangers of music;

express and compare personal reactions to several art forms;

Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures, historical periods and everyday life.

sing music written in two and three parts.

describe their own artistic growth over time in relation to specific criteria.

invent character behaviors that align with the nature of a given script;

improvise simple harmonic accompaniments;

identify occupations that require people to evaluate music and music performances;

identify artists who have used New Hampshire and New England as their subject and know where such works may be viewed;

analyze action and movement elements observed in a dance.

use cooperative learning skills in a small group during the choreographic process.

compare the characteristics of works of art representing various cultures, historical periods, and artists;

identify the role of dance in different cultures or time periods.

read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter signatures;

compare a variety of individual responses to their own art works;

evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music.

explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk, sympathy, and empathy apply in theatre and daily life;

Apply appropriate media, techniques, and processes.

Students will create theatre through improvising, writing and refining scripts.

articulate and support the meanings constructed from dramatic performances;

Understand music in relation to history and culture.

analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art;

Students will design and produce the technical elements of theatre through artistic interpretation and execution.

demonstrate the processes of reordering and chance in structuring movement sequences;

describe distinguishing characteristics of representative music genres and styles from different cultures;

compare characteristics of works of art and other art forms that share similar subject matter, themes and purposes;

create a work of art that reflects historical and/or cultural context;

select or create costumes and make up to suggest character.

Perform on instruments, alone and with others, a varied repertoire of music.

create, individually and in groups, characters, environments, and actions that create tension and suspense;

Recognize dance as a way to create and communicate meaning.

know that people use a variety of movement therapies, such as occupational therapy and Feldenkrais, and movement forms, such as Tai Chi and yoga, to improve their health and well being.

Listen to, analyze, and describe music.

create art work that reflects the connections among visual arts and other disciplines;

Analyze the visual arts in relation to history and culture.

describe and use the relationships among scenery, properties, lighting, sound, costumes, and make-up in creating an environment appropriate for the drama;