Visual Art Gr 2

Visual Performing Arts

NJ Core Curriculum Content Standards and Benchmark Assessments

New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Dance

1.1 The Creative Process

Gr. 2 CPI

1.1.2.A.1

Identify the elements of dance in

planned and improvised Dance

Sequences





1.1.2.A.1

Use improvisation to discover new

movement to fulfill the intent of the

choreography





1.1.2.A.3

Demonstrate the difference

between panomime, pedestrian

movement, abstract gesture, and

dance movement.



1.1.2.A.4

Apply and adapt isolated and

coordinated body part articulations,

body alignment, balance and body

patterning.





1.2 History of the Arts and Culture

1.2.2.A.1

Identify characteristic theme-based

works of dance, music, theatre, and

visual art, such as artworks based on

the themes of family and

community, from various historical

periods and world cultures.



1.2.2.A.2

Identify how artists and specific

works of dance, music, theatre, and

visula art reflect, and are affected

by, past and present cultures.



Dance





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Visual Performing Arts

NJ Core Curriculum Content Standards and Benchmark Assessments

1.3 Perfomance

1.3.2.A.1

Create and perform planned and

improvised movement sequences

using the elements of dance, with

and without musical

accompaniment, to communicate

meaning around a variety of themes.



1.3.2.A.2

Creat and perform planned and

improvised movement sequences

alone and in small groups with

variations in tempo, meter, rhythm,

spatial level, i.e. low, middle, and

high), and spatial pathway.



1.3.2.A.3

Define and maintain personal space,

concentrate, and appropriately

direct focus while performing

movement skills.

1.3.2.A.4

Create and perform original

movement sequences alone and

with a partner using locomotor and

non-locomotor movements at

various levels in space.







1.4 Aesthetic Responses (A) & Critique Methodologies (B)

1.4.2.A.1

Identify aesthetic qualities of

exemplary works of art in dance,

musci, theatre and visual art, and

identify characteristics of the artists

who created them (e.g. gender, ate,

absence or presence of training,

style, etc.).

1.4.2.A.2

Compare and contrast culturally and

historically diverse works of dance,

music, theatre, and visual art that

evoke emotion and that

communicate cultural meaning.







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NJ Core Curriculum Content Standards and Benchmark Assessments

1.4.2.A.3

Use imagination to create a story

based on an arts experience that

communicated an emotion or

feeling, and tell the story through

each of the four arts disciplines

(dance, music, theatre, and visual

art).

1.4.2.A.4

Distinguish patterns in nature found

in works of dance, music, theatre,

and visual art.

1.4.2.B.1

Observe the basic arts elements in

performances and exhibitions and

use them to formulate objective

assessments of artworks in dance,

music, theatre, and visual art.



1.4.2.B.2

Apply the principles of positive

critique in giving and receiving

responses to performances.





1.4.2.B.3

Recognize the main subject or theme

in works of dance, music, theatre,

and visual art.









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NJ Core Curriculum Content Standards and Benchmark Assessments

rforming Arts









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Visual Performing Arts

NJ Core Curriculum Content Standards and Benchmark Assessments

New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Dance

1.1 The Creative Process: All students will demonstrate an understanding of the

the creation of works of art in dance, music, theatre, and visual art.



Gr. 2 CPI 1.1.2.A.1 1.1.2.A.1

Identify the elements of Use improvisation to

dance in planned and discover new movement to

improvised Dance fulfill the intent of the

Sequences choreography

Grade 2 CPI









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NJ Core Curriculum Content Standards and Benchmark Assessments

ming Arts

Dance

erstanding of the elements and principles that govern 1.2 History of the Arts and Culture:

art. understand the role, development,

throughout history and across cultu

1.1.2.A.3 1.1.2.A.4 1.2.2.A.1

Demonstrate the Apply and adapt isolated Identify characteristic theme-

difference between and coordinated body based works of dance, music,

pantomime, pedestrian part articulations, body theatre, and visual art, such as

movement, abstract alignment, balance and artworks based on the themes

gesture, and dance body patterning. of family and community,

movement. from various historical periods

and world cultures.









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Culture: All Students will

pment, and influence of the arts

oss cultures.

1.2.2.A.2

Identify how artists and

specific works of dance,

music, theatre, and visual art

reflect, and are affected by,

past and present cultures.









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NJ Core Curriculum Content Standards and Benchmark Assessments

Dance

1.3 Performance: All Students will synthesize those skills, media, methods, and

technologies appropriate to creating, performing, and/or presenting works of art

in dance, music, theatre, and visual art.

1.3.2.A.1 1.3.2.A.2 1.3.2.A.3 1.3.2.A.4

Create and perform Create and Define and Create and perform

planned and perform planned maintain personal original movement

improvised and improvised space, concentrate, sequences alone

movement movement and appropriately and with a partner

sequences using the sequences alone direct focus while using locomotor and

elements of dance, and in small performing non-locomotor

with and without groups with movement skills. movements at

musical variations in various levels in

accompaniment, to tempo, meter, space.

communicate rhythm, spatial

meaning around a level, i.e. low,

variety of themes. middle, and high),

and spatial

pathway.









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NJ Core Curriculum Content Standards and Benchmark Assessments

Dance

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a

philosophies, judgement, and analysis to works of art in dance, music, theatre, and visual ar



1.4.2.A.1 1.4.2.A.2 1.4.2.A.3 1.4.2.A.4

Identify aesthetic Compare and Use imagination Distinguish

qualities of contrast culturally to create a story patterns in nature

exemplary works and historically based on an arts found in works of

of art in dance, diverse works of experience that dance, music,

music, theatre dance, music, communicated an theatre, and visual

and visual art, and theatre, and visual emotion or art.

identify art that evoke feeling, and tell

characteristics of emotion and that the story through

the artists who communicate each of the four

created them (e.g. cultural meaning. arts disciplines

gender, ate, (dance, music,

absence or theatre, and

presence of visual art).

training, style,

etc.).









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will demonstrate and apply an understanding of arts

atre, and visual art.



1.4.2.B.1 1.4.2.B.2 1.4.2.B.3

Observe the basic Apply the Recognize the main

arts elements in principles of subject or theme in

performances and positive critique works of dance,

exhibitions and in giving and music, theatre, and

use them to receiving visual art.

formulate responses to

objective performances.

assessments of

artworks in

dance, music,

theatre, and

visual art.









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NJ Core Curriculum Content Standards and Benchmark Assessments









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Visual Performing Arts

NJ Core Curriculum Content Standards and Benchmark Assessments

New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Dance

1.1 The Creative Process: All students will demonstrate an understanding of the

creation of works of art in dance, music, theatre, and visual art.





1.1.5.A.1 1.1.5.A.1

Analyze both formal and Analyze the use of

Grade 5 CPI









expressive aspects of time, improvisation that fulfills

shape, space, and energy, the intent of and develops

and differentiate basic choreography in both its

choreographic structures in form and structure.

various dance works.









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NJ Core Curriculum Content Standards and Benchmark Assessments

ming Arts



erstanding of the elements and principles that govern the







1.1.5.A.3 1.1.5.A.4

Determine how Differentiate contrasting

accompaniment (such as and complimentary shapes,

sound, spoken text, or shared weight centers,

silence) can affect body parts, body

choreography and patterning, balance, and

improvisation. range of motion in

compositions and

performances.









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Dance

1.2 History of the Arts and Culture: All Students will understand the role, development, and

influence of the arts throughout history and across cultures.





1.2.5.A.1 1.2.5.A.2

Recognize works of dance, Relate common artistic

music, theatre, and visual art elements that define

as a reflection of societal distinctive art genres in dance,

values and beliefs. music, theatre, and visual art.









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and the role, development, and







1.2.5.A.3

Determine the impact of

significant contributions of

individual artists in dance,

music, theatre, and visual art

from diverse cultures

throughout history.









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Dance

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

visual art.





1.3.5.A.1 1.3.5.A.2

Perform planned and improvised Use improvisation as a tool to create

sequences with a distinct beginning, and perform movement sequences

middle, and end that manipulate incorporating various spatial levels

time, space, and energy, and (i.e. low, middle, and high), tempos,

accurately transfer rhythmic patterns and spatial pathways.

from the auditory to the kinesthetic.









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s, and technologies appropriate to creating, performing, and/or presenting works of art in dance







1.3.5.A.3 1.3.5.A.4

Create and perform dances alone and Demonstrate developmentally

in small groups that communicate appropriate kinesthetic awareness of

meaning on a variety of themes, basic anatomical principles, using

using props or artwork as creative flexibility, balance, strength, focus,

stimuli. concentration, and coordination.









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orks of art in dance, music, theatre, and







1.3.5.A.5

Perform basic sequences of

movement from different styles or

traditions accurately, demonstrating

proper alignment, balance, initiation

of movement, and direction or focus.









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NJ Core Curriculum Content Standards and Benchmark Assessments

Dance

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate







1.4.5.A.1 1.4.5.A.2

Employ basic, discipline- Make informed aesthetic

specific arts terminology to responses to artworks based

categorize works of dance, on structural arrangement

music, theatre, and visual and personal, cultural, and

art according to established historical points of view.

classifications.









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s (B): All students will demonstrate and apply an understanding of arts philosophies, judgement







1.4.5.A.3 1.4.5.B.1 1.4.5.B.2

Demonstrate how art Assess the application of the Use evaluative tools, such as

communicates ideas about elements of art and rubrics, for self-assessment

personal and social values principles of design in and to appraise the

and is inspired by an dance, music, theatre, and objectivity of critiques by

individual's imagination and visual artworks using peers.

frame of reference (e.g. observable, objective

personal, social, political, criteria.

historical context).









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ement, and analysis to works of art in dance, music, theatre, and visual art.







1.4.5.B.3 1.4.5.B.4 1.4.5.B.5

Use discipline-specific arts Define technical proficiency, Distinguish ways in which

terminology to evaluate the using the elements of the individuals may disagree

strengths and weaknesses arts and principles of design. about the relative merits

of works of dance, music, and effectiveness of artistic

theatre, and visual art. choices in the creation and

performance of works of

dance, music, theatre, and

visual art.









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Visual Performing Arts

NJ Core Curriculum Content Standards and Benchmark Assessments

New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Dance

1.1 The Creative Process: All students will demonstrate an understanding of the e

the creation of works of art in dance, music, theatre, and visual art.





1.1.8.A.1 1.1.8.A.2

Interpret the Analyze dance techniques

Grade 8 CPI









choreographic structures and styles to discern the

of contrast and transition, compositional use of the

the process of reordering elements of dance and

and chance, and the choreographic principles

structures of AB, ABA, relating to dynamics, as

canon, call and response, well as, to discern spatial

and narrative. relationships.









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orming Arts

Dance

derstanding of the elements and principles that govern 1.2 History of the Arts and Culture

al art. influence of the arts throughout his





1.1.8.A.3 1.1.8.A.4 1.2.8.A.1

Examine how dance Integrate a variety of Map historical innovations in

compositions are isolated and coordinated dance, music, theatre, and

influenced by various movements in dance visual art that were caused by

social themes and arts compositions and the creation of new

media (e.g. dance for performances, making use technologies.

camera, interactive, of all major muscle

telematics). groups, proper body

mechanics, body

patterning, balance, and

range of motion.









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Culture: All Students will understand the role, development, and

hout history and across cultures.





1.2.8.A.2 1.2.8.A.3

Differentiate past and Analyze the social historical,

contemporary works of dance, and political impact of artists

music, theatre, and visual art on culture and the impact of

that represent important culture on the arts.

ideas, issues, and events that

are chronicled in the histories

of diverse cultures.









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Dance

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

and/or presenting works of art in dance, music, theatre, and visual art.





1.3.8.A.1 1.3.8.A.2

Incorporate a broad range of Choreograph and perform

dynamics and movement cohesive dance works that

qualities in planned and reflect social, historical, and/or

improvised solo and group political themes.

works by manipulating aspects

of time, space, and energy.









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a, methods, and technologies appropriate to creating, performing,

ual art.





1.3.8.A.3 1.3.8.A.4

Choreograph and perform Use media arts and technology

movement sequences that in the creation and performance

demonstrate artistic application of short, original choreographic

of anatomical and kinesthetic compositions.

principles as well as rhythmic

acuity.









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Dance

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a







1.4.8.A.1 1.4.8.A.2 1.4.8.A.3

Generate Identify works of Distinguish among

observational and dance, music, theatre, artistic styles, trends,

emotional responses and visual art that are and movements in

to diverse culturally used for utilitarian and dance, music, theatre,

and historically non-utilitarian and visual art within

specific works of purposes. diverse cultural and

dance, music, theatre, historical eras.

and visual art.









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dents will demonstrate and apply an understanding of arts philosophies, judgement, and analysi







1.4.8.A.4 1.4.8.A.5 1.4.8.A.6

Compare and contrast Interpret symbolism Differentiate between

changes in accepted and metaphors "traditional" works of

meanings of known embedded in works of art and those that do

artworks over time, dance, music, theatre, not use conventional

given shifts in societal and visual art. elements of style to

norms, beliefs, or express new ideas.

values.









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judgement, and analysis to works of art in dance, music, theatre, and visual art.







1.4.8.A.7 1.4.8.B.1 1.4.8.B.2

Analyze the form, Evaluate the Differentiate among

function, effectiveness of a basic formal structures

craftsmanship, and work of art by and technical

originality of differentiating proficiency of artists in

representative works between the artist's works of dance, music,

of dance, music, technical proficiency theatre, and visual art.

theatre, and visual art. and the work's

content or form.









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isual art.







1.4.8.B.3

Compare and contrast

examples of

archetypal subject

matter in works of art

from diverse cultural

contexts and historical

eras by writing critical

essays.









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NJ Core Curriculum Content Standards and Benchmark Assessments

New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Dance

1.1 The Creative Process: All students will demonstrate an understanding of the

govern the creation of works of art in dance, music, theatre, and visual art.





1.1.12.A.1 1.1.12.A.2

Articulate understanding Categorize the elements,

of choreographic principles, and

structures or forms (e.g. choreographic structures

palindrome, theme and of dance masterworks.

Grade 12 CPI









variation, rondo,

retrograde, inversion,

narrative, and

accumulation) in master

works of dance.









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rforming Arts

Dance

understanding of the elements and principles that 1.2 History of the Arts and Culture: A

e, and visual art. understand the role, development, an

arts throughout history and across cu

1.1.12.A.3 1.1.12.A.4 1.2.12.A.1

Analyze issues of gender, Synthesize knowledge of Determine how dance,

ethnicity, socio-economic anatomical principles music, theatre, and visual art

status, politics, age, and related to body have influenced world

physical conditioning in alignment, body cultures throughout history.

relation to dance patterning, balance,

performances. strength, and

coordination in

compositions and

performances.









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Culture: All Students will

opment, and influence of the

d across cultures.

1.2.12.A.2

Justify the impact of

innovations in the arts (e.g.

the availability of music

online) on societal norms

and habits of mind in various

historical eras.









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Dance

1.3 Performance: All Students will synthesize those skills, media, methods, and

technologies appropriate to creating, performing, and/or presenting works of art in

dance, music, theatre, and visual art.

1.3.12.A.1 1.3.12.A.2 1.3.12.A.3

Integrate and Create theme-based Demonstrate dance

recombine solo and ensemble artistry with

movement dances that have technical proficiency,

vocabulary drawn unity of form and musicality, stylistic

from a variety of content, conceptual nuance, clarity of

dance genres, using coherence, and choreographic intent,

improvisation as a aesthetic unity. and efficiency of

choreographic tool to movement through

create solo and the application of

ensemble proper body

compositions. mechanics.









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Dance

a, methods, and 1.4 Aesthetic Responses (A) & Critique Methodologies (B): All stud

nting works of art in judgement, and analysis to works of art in dance, music, theatre, an





1.3.12.A.4 1.4.12.A.1 1.4.12.A.2 1.4.12.A.3

Collaborate in the Use contextual Speculate on the Develop informed

design and clues to artist's intent, personal responses

production of dances differentiate using discipline- to an assortment

that use between unique specific arts of artworks across

choreographic and common terminology and the four arts

structures and properties and to citing embedded disciplines (dance,

incorporate various discern the cultural clues to music, theatre, and

media and/or implications of substantiate the visual art), using

technologies. works of dance, hypothesis. historical

music, theatre, and significance,

visual art. craftsmanship,

cultural context,

and originality as

criteria for

assigning value to

the works.









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B): All students will demonstrate and apply an understanding of arts philosophies,

heatre, and visual art.





1.4.12.A.4 1.4.12.B.1 1.4.12.B.2 1.4.12.B.3

Evaluate how Formulate criteria Evaluate how an Determine the role

exposure to for arts evaluation artist's technical of art and art-

various cultures using the principles proficiency may making in a global

influences of positive critique affect the creation society by

individual, and observation of or presentation of analyzing the

emotional, the elements of art a work of art, as influence of

intellectual, and and principles of well as how the technology on the

kinesthetic design, and use the contest in which a visual, performing

responses to criteria to evaluate work is performed and multimedia

artwork. works of dance, or shown may arts for consumers,

music, theatre, impact perceptions creators and

visual, and of its performers around

multimedia significance/meani the world.

artwork from ng.

diverse cultural

contexts and

historical eras.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Music

1.1 The Creative Process: All students will demonstrate an understanding of the

the creation of works of art in dance, music, theatre, and visual art.

Grade 2 CPI









1.1.2.B.1 1.1.2.B.2

Explore the elements of music Identify musical elements in

through verbal and written response to diverse aural

responses to diverse aural prompts, such as rhythm,

prompts and printed scores. timbre, dynamics, form, and

melody.









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orming Arts



derstanding of the elements and principles that govern

al art.



1.1.2.B.3 1.1.2.B.4

Identify and categorize sound Categorize families of

sources by common traits instruments and identify their

(e.g., scales, rhythmic associated musical properties.

patterns, and/or other musical

elements), and identify

rhythmic notation up to eighth

notes and rests.









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Music

1.2 History of the Arts and Culture: All Students will understand

the role, development, and influence of the arts throughout

history and across cultures.

1.2.2.A.1 1.2.2.A.2

Identify characteristic theme-based Identify how artists and specific

works of dance, music, theatre, and works of dance, music, theatre, and

visual art, such as artworks based on visual art reflect, and are affected

the themes of family and by, past and present cultures.

community, from various historical

periods and world cultures.









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Music

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie





1.3.2.B.1 1.3.2.B.2

Clap, sing, or play on pitch from Demonstrate developmentally

basic notation in the treble clef, with appropriate vocal production/vocal

consideration of pitch, rhythm, placement and breathing technique.

dynamics, and tempo.









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NJ Core Curriculum Content Standards and Benchmark Assessments





a, methods, and technologies appropriate to creating, performing, and/or presenting works of





1.3.2.B.3 1.3.2.B.4

Demonstrate correct playing Vocalize the home tone of familiar

techniques for Orff instruments or and unfamiliar songs, and

equivalent homemade instruments. demonstrate appropriate posture

and breathing technique while

performing songs, rounds, or canons

in unison and with a partner.









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, and/or presenting works of art in dance, music, theatre, and visual art.





1.3.2.B.5 1.3.2.B.6

Improvise short tonal and rhythmic Sing or play simple melodies or

patterns over ostinatos, and modify rhythmic accompaniments in AB and

melodic or rhythmic patterns using ABA forms independently and in

selected notes and/or scales to groups, and sight-read rhythmic and

create expressive ideas. music notation up to and including

eighth notes and rests in a major

scale.









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al art.





1.3.2.B.7

Blend unison and harmonic parts

and vocal or instrumental timbres

while matching dynamic levels in

response to a conductor's cues.









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Music

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a





1.4.2.A.1 1.4.2.A.2

Identify aesthetic qualities of Compare and contrast culturally

exemplary works of art in dance, and historically diverse works of

music, theatre and visual art, and dance, music, theatre, and visual

identify characteristics of the art that evoke emotion and that

artists who created them (e.g. communicate cultural meaning.

gender, ate, absence or presence

of training, style, etc.).









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All students will demonstrate and apply an understanding of arts philosophies, judgement, and





1.4.2.A.3 1.4.2.A.4

Use imagination to create a story Distinguish patterns in nature

based on an arts experience that found in works of dance, music,

communicated an emotion or theatre, and visual art.

feeling, and tell the story through

each of the four arts disciplines

(dance, music, theatre, and visual

art).









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ts philosophies, judgement, and analysis to works of art in dance, music, theatre, and visual art





1.4.2.B.1 1.4.2.B.2

Observe the basic arts elements in Apply the principles of positive

performances and exhibitions and critique in giving and receiving

use them to formulate objective responses to performances.

assessments of artworks in dance,

music, theatre, and visual art.









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e, music, theatre, and visual art.





1.4.2.B.3

Recognize the main subject or

theme in works of dance, music,

theatre, and visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Music

1.1 The Creative Process: All students will demonstrate an understanding of the

elements and principles that govern the creation of works of art in dance, music,

theatre, and visual art.

1.1.5.B.1

Identify the elements of music in

Grade 5 CPI









response to aural prompts and

printed music notational systems.









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s - Visual & Performing Arts

Music

demonstrate an understanding of the 1.2 History of the Arts and Culture: All Students will u

eation of works of art in dance, music, throughout history and across cultures.



1.1.5.B.1 1.2.5.A.1

Demonstrate the basic concepts of Recognize works of dance, music,

meter, rhythm, tonality, intervals, theatre, and visual art as a reflection

chords, and melodic and harmonic of societal values and beliefs.

progressions, and differentiate

basic structures.









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e: All Students will understand the role, development, and influence of the arts

ures.



1.2.5.A.2 1.2.5.A.3

Relate common artistic elements Determine the impact of significant

that define distinctive art genres in contributions of individual artists in

dance, music, theatre, and visual art. dance, music, theatre, and visual art

from diverse cultures throughout

history.









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Music

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

works of art in dance, music, theatre, and visual art.



1.3.5.B.1 1.3.5.B.2

Sing or play music from complex Sing melodic and harmonizing parts,

notation, using notation systems in independently and in groups,

treble and bass clef, mixed meter, adjusting to the range and timbre of

and compound meter. the developing voice.









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ds, and technologies appropriate to creating, performing, and/or presenting





1.3.5.B.3 1.3.5.B.4

Improvise and score simple Decode how the elements of music

melodies over given harmonic are used to achieve unity and

structures using traditional variety, tension and release, and

instruments and/or computer balance in musical compositions.

programs









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Music

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a





1.4.5.A.1 1.4.5.A.2 1.4.5.A.3

Employ basic, discipline- Make informed aesthetic Demonstrate how art

specific arts terminology to responses to artworks communicates ideas about

categorize works of dance, based on structural personal and social values

music, theatre, and visual arrangement and personal, and is inspired by an

art according to cultural, and historical individual's imagination

established classifications. points of view. and frame of reference

(e.g. personal, social,

political, historical

context).









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onstrate and apply an understanding of arts philosophies, judgement, and analysis to works of





1.4.5.B.1 1.4.5.B.2 1.4.5.B.3

Assess the application of Use evaluative tools, such Use discipline-specific arts

the elements of art and as rubrics, for self- terminology to evaluate

principles of design in assessment and to the strengths and

dance, music, theatre, and appraise the objectivity of weaknesses of works of

visual artworks using critiques by peers. dance, music, theatre, and

observable, objective visual art.

criteria.









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o works of art in dance, music, theatre, and visual art.





1.4.5.B.4 1.4.5.B.5

Define technical Distinguish ways in which

proficiency, using the individuals may disagree

elements of the arts and about the relative merits

principles of design. and effectiveness of

artistic choices in the

creation and performance

of works of dance, music,

theatre, and visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Music

1.1 The Creative Process: All students will demonstrate an

understanding of the elements and principles that govern the creation

of works of art in dance, music, theatre, and visual art.

1.1.8.B.1 1.1.8.B.2

Analyze the application of the Compare and contrast the use

Grade 8 CPI









elements of music in diverse of structural forms and the

Western and non-Western manipulation of the elements

musical works from different of music in diverse styles and

historical eras using active genres of musical

listening and by reading and compositions.

interpreting written scores.









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Arts

Music

1.2 History of the Arts and Culture: All Students will understand the role, development, and

influence of the arts throughout history and across cultures.



1.2.8.A.1 1.2.8.A.2

Map historical innovations in Differentiate past and

dance, music, theatre, and contemporary works of dance,

visual art that were caused by music, theatre, and visual art

the creation of new that represent important

technologies. ideas, issues, and events that

are chronicled in the histories

of diverse cultures.









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tand the role, development, and





1.2.8.A.3

Analyze the social historical,

and political impact of artists

on culture and the impact of

culture on the arts.









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Music

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

of art in dance, music, theatre, and visual art.



1.3.8.B.1 1.3.8.B.2

Perform instrumental or vocal Perform independently and in groups

compositions using complex standard with expressive qualities

and non-standard Western, non- appropriately aligned with the stylistic

Western, and avant-garde notation. characteristics of the genre.









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and technologies appropriate to creating, performing, and/or presenting works





1.3.8.B.3 1.3.8.B.4

Apply theoretical understanding of Improvise music in a selected genre or

expressive and dynamic music style, using the elements of music

terminology to the performance of that are consistent with basic playing

written scores in the grand staff. and/or singing techniques in that

genre or style.









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Music

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a

art.



1.4.8.A.1 1.4.8.A.2 1.4.8.A.3 1.4.8.A.4

Generate Identify works of Distinguish among Compare and

observational and dance, music, artistic styles, contrast changes in

emotional responses theatre, and visual trends, and accepted meanings

to diverse culturally art that are used for movements in of known artworks

and historically utilitarian and non- dance, music, over time, given

specific works of utilitarian purposes. theatre, and visual shifts in societal

dance, music, art within diverse norms, beliefs, or

theatre, and visual cultural and values.

art. historical eras.









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strate and apply an understanding of arts philosophies, judgement, and analysis to works of art





1.4.8.A.5 1.4.8.A.6 1.4.8.A.7 1.4.8.B.1

Interpret symbolism Differentiate Analyze the form, Evaluate the

and metaphors between function, effectiveness of a

embedded in works "traditional" works craftsmanship, and work of art by

of dance, music, of art and those that originality of differentiating

theatre, and visual do not use representative between the artist's

art. conventional works of dance, technical proficiency

elements of style to music, theatre, and and the work's

express new ideas. visual art. content or form.









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ks of art in dance, music, theatre, and visual





1.4.8.B.2 1.4.8.B.3

Differentiate among Compare and

basic formal contrast examples of

structures and archetypal subject

technical proficiency matter in works of

of artists in works of art from diverse

dance, music, cultural contexts and

theatre, and visual historical eras by

art. writing critical

essays.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Music

1.1 The Creative Process: All students will demonstrate an

understanding of the elements and principles that govern the creation of

works of art in dance, music, theatre, and visual art.





Gr. 12 CPI 1.1.12.B.1 1.1.12.B.2

Examine how aspects of Synthesize knowledge of the

meter, rhythm, tonality, elements of music in the

intervals, chords and deconstruction and

harmonic progressions are performance of complex

organized and manipulated to musical scores from diverse

establish unity and variety in cultural contexts.

genres of musical

compositions.









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rming Arts

Music Music

1.2 History of the Arts and Culture: All Students will 1.3 Performance: All Students will synthes

understand the role, development, and influence of the arts creating, performing, and/or presenting w

throughout history and across cultures.





1.2.12.A.1 1.2.12.A.2 1.3.12.B.1

Determine how dance, Justify the impact of Analyze compositions from

music, theatre, and visual art innovations in the arts (e.g. different world cultures and

have influenced world the availability of music genres with respect to

cultures throughout history. online) on societal norms and technique, musicality, and

habits of mind in various stylistic nuance, and/or

historical eras. perform excerpts with

technical accuracy,

appropriate musicality, and

the relevant stylistic

nuance.









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dents will synthesize those skills, media, methods, and technologies appropriate to

/or presenting works of art in dance, music, theatre, and visual art.







1.3.12.B.2 1.3.12.B.3 1.3.12.B.4

Analyze how the elements Improvise works through Arrange simple pieces for

of music are manipulated in the conscious manipulation voice or instrument using a

original or prepared musical of the elements of music, variety of traditional and

scores. using a variety of traditional nontraditional sound

and nontraditional sound sources or electronic media,

sources, including electronic and/or analyze prepared

sound-generating scores using music

equipment and music composition software.

generation programs.









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Music

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate and apply an









1.4.12.A.1 1.4.12.A.2 1.4.12.A.3

Use contextual clues to Speculate on the artist's intent, Develop informed personal

differentiate between unique using discipline-specific arts responses to an assortment of

and common properties and to terminology and citing artworks across the four arts

discern the cultural implications embedded clues to disciplines (dance, music,

of works of dance, music, substantiate the hypothesis. theatre, and visual art), using

theatre, and visual art. historical significance,

craftsmanship, cultural context,

and originality as criteria for

assigning value to the works.









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apply an understanding of arts philosophies, judgement, and analysis to works of art in dance, music, theatr









1.4.12.A.4 1.4.12.B.1 1.4.12.B.2

Evaluate how exposure to Formulate criteria for arts Evaluate how an artist's

various cultures influences evaluation using the principles technical proficiency may affect

individual, emotional, of positive critique and the creation or presentation of

intellectual, and kinesthetic observation of the elements of a work of art, as well as how

responses to artwork. art and principles of design, and the contest in which a work is

use the criteria to evaluate performed or shown may

works of dance, music, theatre, impact perceptions of its

visual, and multimedia artwork significance/meaning.

from diverse cultural contexts

and historical eras.









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sic, theatre, and visual art.









1.4.12.B.3

Determine the role of art and

art-making in a global society

by analyzing the influence of

technology on the visual,

performing and multimedia arts

for consumers, creators and

performers around the world.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Theatre

1.1 The Creative Process: All students will demonstrate an understanding of the elements

and principles that govern the creation of works of art in dance, music, theatre, and visual

art.







Gr. 2 CPI 1.1.2.C.1 1.1.2.C.1 1.1.2.C.3

Identify basic Express stage Distinguish

elements of theatre directions, areas of between

and describe their the stage, basic characters, actors,

use in a variety of stage movements, and the self by

theatrical and parts of a script demonstrating

performances. using correct respect for

theatre terms (e.g., personal space,

setting, costumes, creative

plot, theme, etc.). movement, and

pantomime skills

while interacting

with others in

creative drama

and storytelling.









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forming Arts

Theatre

nding of the elements 1.2 History of the Arts and Culture: All

ic, theatre, and visual Students will understand the role,

development, and influence of the arts

throughout history and across cultures.



1.1.2.C.4 1.2.2.A.1 1.2.2.A.2

Describe the use Identify characteristic Identify how artists

of the technical theme-based works and specific works

theatrical of dance, music, of dance, music,

elements by theatre, and visual theatre, and visual

examining art, such as artworks art reflect, and are

examples of based on the themes affected by, past

theatrical design of family and and present

in productions community, from cultures.

various historical

periods and world

cultures.









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Theatre Theatre

1.3 Perfomance: All Students will synthesize those skills, 1.4 Aesthetic Responses (A) & Critique

media, methods, and technologies appropriate to creating, philosophies, judgement, and analysis to

performing, and/or presenting works of art in dance, music,

theatre, and visual art.



1.3.2.C.1 1.3.2.C.2 1.3.2.C.3 1.4.2.A.1

Portray characters Use voice and Develop Identify aesthetic

when given specifics movement in solo, awareness of qualities of

about circumstances, paired, and group vocal range, exemplary works

plot, and thematic pantomimes and personal space, of art in dance,

intent, demonstrating improvisations. and character- music, theatre and

logical story sequence specific vocal and visual art, and

and informed creative identify

character choices. movement characteristics of

choices. the artists who

created them (e.g.

gender, ate,

absence or

presence of

training, style,

etc.).









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esponses (A) & Critique Methodologies (B): All students will demonstrate and apply an understanding of art

dgement, and analysis to works of art in dance, music, theatre, and visual art.









1.4.2.A.2 1.4.2.A.3 1.4.2.A.4 1.4.2.B.1 1.4.2.B.2

Compare and Use imagination Distinguish Observe the Apply the

contrast culturally to create a story patterns in basic arts principles of

and historically based on an arts nature found in elements in positive

diverse works of experience that works of dance, performances critique in

dance, music, communicated music, theatre, and exhibitions giving and

theatre, and an emotion or and visual art. and use them to receiving

visual art that feeling, and tell formulate responses to

evoke emotion the story through objective performances.

and that each of the four assessments of

communicate arts disciplines artworks in

cultural meaning. (dance, music, dance, music,

theatre, and theatre, and

visual art). visual art.









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nderstanding of arts









1.4.2.B.3

Recognize the

main subject or

theme in works

of dance, music,

theatre, and

visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Theatre

1.1 The Creative Process: All students will demonstrate an understanding of the elements

and principles that govern the creation of works of art in dance, music, theatre, and visual

art.









Gr. 5 CPI 1.1.5.C.1 1.1.5.C.1 1.1.5.C.3

Evaluate the Interpret the Analyze the use of

characteristics of a relationship technical

well-made play in a between the theatrical

variety of scripts actor's physical and elements to

and performances. vocal choices and identify how time,

an audience's place, mood, and

perception of theme are

character created.

development by

identifying

examples of vocal

variety, stage

business,

concentration, and

focus.









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forming Arts

Theatre

ding of the elements 1.2 History of the Arts and Culture: All

ic, theatre, and visual Students will understand the role,

development, and influence of the arts

throughout history and across cultures.







1.1.5.C.4 1.2.5.A.1 1.2.5.A.2 1.2.5.A.3

Explain the Recognize works of Relate common Determine the

function of dance, music, theatre, artistic elements that impact of

sensory recall and visual art as a define distinctive art significant

and apply it to reflection of societal genres in dance, contributions of

character values and beliefs. music, theatre, and individual artists in

development. visual art. dance, music,

theatre, and visual

art from diverse

cultures

throughout

history.









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Theatre

1.3 Performance: All Students will

synthesize those skills, media, methods,

and technologies appropriate to creating,

performing, and/or presenting works of art

in dance, music, theatre, and visual art.



1.3.5.C.1 1.3.5.C.2

Create original plays Demonstrate how

using script-writing active listening

formats that include skills, vocal variety,

stage directions and physical expression,

technical theatrical stage business,

elements, sensory recall,

demonstrating concentration, and

comprehension of the focus affect

elements of theatre meaning in scripted

and story and improvised

construction. performances.









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Theatre

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate and apply an

understanding of arts philosophies, judgement, and analysis to works of art in dance, music, theatre, and









1.4.5.A.1 1.4.5.A.2 1.4.5.A.3 1.4.5.B.1 1.4.5.B.2

Employ basic, Make informed Demonstrate Assess the Use

discipline-specific aesthetic how art application of evaluative

arts terminology responses to communicates the elements of tools, such

to categorize artworks based ideas about art and as rubrics,

works of dance, on structural personal and principles of for self-

music, theatre, arrangement and social values and design in assessment

and visual art personal, cultural, is inspired by an dance, music, and to

according to and historical individual's theatre, and appraise the

established points of view. imagination and visual artworks objectivity of

classifications. frame of using critiques by

reference (e.g. observable, peers.

personal, social, objective

political, criteria.

historical

context).









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strate and apply an

, music, theatre, and visual art.









1.4.5.B.3 1.4.5.B.4 1.4.5.B.5

Use discipline- Define Distinguish ways

specific arts technical in which

terminology proficiency, individuals may

to evaluate using the disagree about

the strengths elements of the relative

and the arts and merits and

weaknesses principles of effectiveness of

of works of design. artistic choices

dance, music, in the creation

theatre, and and

visual art. performance of

works of dance,

music, theatre,

and visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Theatre

1.1 The Creative Process: All students will demonstrate an understanding of the e

the creation of works of art in dance, music, theatre, and visual art.



1.1.8.C.1 1.1.8.C.2

Analyze the structural Determine the

Gr. 8 CPI









components of plays and effectiveness of various

performances from a methods of vocal,

variety of Western and physical, relaxation, and

non-Western theatrical acting techniques used in

traditions and from actor training.

different historical eras.









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forming Arts

Theatre

nderstanding of the elements and principles that govern 1.2 History of the Arts and Culture:

ual art. and influence of the arts throughout



1.1.8.C.3 1.1.8.C.4 1.2.8.A.1

Differentiate among vocal Define the areas of Map historical innovations in

rate, pitch, and volume, responsibility (e.g., actor, dance, music, theatre, and

and explain how they director, producer, scenic, visual art that were caused

affect articulation, lighting, costume, by the creation of new

meaning, and character. stagehand, etc.) and technologies.

necessary job skills of the

front and back-of-house

members of a theatre

company.









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d Culture: All Students will understand the role, development,

hroughout history and across cultures.



1.2.8.A.2 1.2.8.A.3

Differentiate past and Analyze the social historical,

contemporary works of and political impact of artists

dance, music, theatre, and on culture and the impact of

visual art that represent culture on the arts.

important ideas, issues, and

events that are chronicled in

the histories of diverse

cultures.









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Theatre

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

appropriate to creating, performing, and/or presenting works of art in dance, music, theatre

and visual art.

1.3.8.C.1

Create a method for defining and articulating

character objectives, intentions, and subtext,

and apply the method to the portrayal of

characters in live performances or recorded

venues.









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e those skills, media, methods, and technologies

presenting works of art in dance, music, theatre,



1.3.8.C.2

Create and apply a process for developing

believable, multidimensional characters in

scripted and improvised performances by

combining methods of relaxation, physical and

vocal skills, acting techniques, and active

listening skills.









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Theatre

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a





1.4.8.A.1 1.4.8.A.2 1.4.8.A.3 1.4.8.A.4

Generate Identify works of Distinguish among Compare and

observational and dance, music, artistic styles, contrast changes in

emotional responses theatre, and visual trends, and accepted meanings

to diverse culturally art that are used for movements in of known artworks

and historically utilitarian and non- dance, music, over time, given

specific works of utilitarian purposes. theatre, and visual shifts in societal

dance, music, art within diverse norms, beliefs, or

theatre, and visual cultural and values.

art. historical eras.









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strate and apply an understanding of arts philosophies, judgement, and analysis to works of art





1.4.8.A.5 1.4.8.A.6 1.4.8.A.7 1.4.8.B.1

Interpret symbolism Differentiate Analyze the form, Evaluate the

and metaphors between function, effectiveness of a

embedded in works "traditional" works craftsmanship, and work of art by

of dance, music, of art and those that originality of differentiating

theatre, and visual do not use representative works between the artist's

art. conventional of dance, music, technical proficiency

elements of style to theatre, and visual and the work's

express new ideas. art. content or form.









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s of art in dance, music, theatre, and visual art.





1.4.8.B.2 1.4.8.B.3

Differentiate among Compare and

basic formal contrast examples of

structures and archetypal subject

technical proficiency matter in works of

of artists in works of art from diverse

dance, music, cultural contexts and

theatre, and visual historical eras by

art. writing critical

essays.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Theatre

1.1 The Creative Process: All students will demonstrate an understanding of the

and principles that govern the creation of works of art in dance, music, theatre, a

art.





1.1.12.C.1 1.1.12.C.2

Grade 12 CPI









Analyze examples of Formulate a process of

theatre's influence on script analysis to identify

history and history's how the physical,

influence on theatre in emotional, and social

Western and non- dimensions of a character

Western theatre are communicated

traditions. through the application of

acting techniques.









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forming Arts

Theatre

nderstanding of the elements 1.2 History of the Arts and Culture: All Students will

nce, music, theatre, and visual understand the role, development, and influence of the

arts throughout history and across cultures.





1.1.12.C.3 1.2.12.A.1 1.2.12.A.2

Apply the basic physical Determine how dance, Justify the impact of

and chemical properties music, theatre, and visual art innovations in the arts (e.g.

(e.g., light, electricity, have influenced world the availability of music

color, paint, scenic cultures throughout history. online) on societal norms

construction, costumes, and habits of mind in various

makeup, and audio historical eras.

components) inherent in

technical theatre to safely

implement theatre

design.









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Theatre

1.3 Performance: All Students will synthesize those skills, media,

methods, and technologies appropriate to creating, performing, and/or

presenting works of art in dance, music, theatre, and visual art.





1.3.12.C.1 1.3.12.C.2

Create plays that include well- Create and evaluate performances

structured plots and subplots, clear by citing evidence of specific

thematic intent, original characters, physical choices, sustained vocal

and technical theatrical elements technique, and clearly motivated

appropriate to a variety of genres. actions.









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Theatre

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a









1.4.12.A.1 1.4.12.A.2

Use contextual clues to Speculate on the artist's intent,

differentiate between unique using discipline-specific arts

and common properties and to terminology and citing

discern the cultural implications embedded clues to substantiate

of works of dance, music, the hypothesis.

theatre, and visual art.









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tudents will demonstrate and apply an understanding of arts philosophies, judgement, and anal









1.4.12.A.3 1.4.12.A.4

Develop informed personal Evaluate how exposure to

responses to an assortment of various cultures influences

artworks across the four arts individual, emotional,

disciplines (dance, music, intellectual, and kinesthetic

theatre, and visual art), using responses to artwork.

historical significance,

craftsmanship, cultural context,

and originality as criteria for

assigning value to the works.









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phies, judgement, and analysis to works of art in dance, music, theatre, and visual art.









1.4.12.B.1 1.4.12.B.2

Formulate criteria for arts Evaluate how an artist's technical

evaluation using the principles of proficiency may affect the

positive critique and observation creation or presentation of a

of the elements of art and work of art, as well as how the

principles of design, and use the contest in which a work is

criteria to evaluate works of performed or shown may impact

dance, music, theatre, visual, and perceptions of its

multimedia artwork from diverse significance/meaning.

cultural contexts and historical

eras.









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e, and visual art.









1.4.12.B.3

Determine the role of art and art-

making in a global society by

analyzing the influence of

technology on the visual,

performing and multimedia arts

for consumers, creators and

performers around the world.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Visual Art

1.1 The Creative Process: All students will demonstrate an understanding of the

elements and principles that govern the creation of works of art in dance, music,

theatre, and visual art.

1.1.2.D.1

Grade 2 CPI









Identify the basic elements of art

and principles of design in diverse

types of artwork.









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- Visual & Performing Arts

Visual Art

emonstrate an understanding of the 1.2 History of the Arts and Culture: All Students will

ation of works of art in dance, music, development, and influence of the arts throughout h

cultures.

1.1.2.D.1 1.2.2.A.1

Identify elements of art and Identify characteristic theme-based

principles of design in specific works works of dance, music, theatre, and

of art and explain how they are visual art, such as artworks based on

used. the themes of family and community,

from various historical periods and

world cultures.









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All Students will understand the role,

arts throughout history and across



1.2.2.A.2

Identify how artists and specific works

of dance, music, theatre, and visual

art reflect, and are affected by, past

and present cultures.









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Visual Art

1.3 Performance: All Students will synthesize those skills, media, methods, and technologie

theatre, and visual art.



1.3.2.D.1 1.3.2.D.2

Create two- and three- Use symbols to create personal

dimensional works of art using the works of art based on selected age-

basic elements of color, line, appropriate themes, using oral

shape, form, texture, and space, stories as a basis for pictorial

as well as a variety of art mediums representation.

and application methods.









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ethods, and technologies appropriate to creating, performing, and/or presenting works of art in





1.3.2.D.3 1.3.2.D.4

Employ basic verbal and visual art Explore the use of a wide array of

vocabulary to demonstrate art mediums and select tools that

knowledge of the materials, tools, are appropriate to the production

and methodologies used to create of works of art in a variety of art

and tell visual stories. media.









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esenting works of art in dance, music,





1.3.2.D.5

Create works of art that are based

on observations of the physical

world and that illustrate how art is

part of everyday life, using a

variety of art mediums and art

media.









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Visual Art

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a





1.4.2.A.1 1.4.2.A.2

Identify aesthetic qualities of Compare and contrast

exemplary works of art in culturally and historically

dance, music, theatre and diverse works of dance, music,

visual art, and identify theatre, and visual art that

characteristics of the artists evoke emotion and that

who created them (e.g. communicate cultural

gender, ate, absence or meaning.

presence of training, style,









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All students will demonstrate and apply an understanding of arts philosophies, judgement, and





1.4.2.A.3 1.4.2.A.4

Use imagination to create a Distinguish patterns in nature

story based on an arts found in works of dance,

experience that communicated music, theatre, and visual art.

an emotion or feeling, and tell

the story through each of the

four arts disciplines (dance,

music, theatre, and visual art).









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philosophies, judgement, and analysis to works of art in dance, music, theatre, and visual art.





1.4.2.B.1 1.4.2.B.2

Observe the basic arts Apply the principles of positive

elements in performances and critique in giving and receiving

exhibitions and use them to responses to performances.

formulate objective

assessments of artworks in

dance, music, theatre, and

visual art.









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music, theatre, and visual art.





1.4.2.B.3

Recognize the main subject or

theme in works of dance,

music, theatre, and visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Visual Art

1.1 The Creative Process: All students will demonstrate an

understanding of the elements and principles that govern

the creation of works of art in dance, music, theatre, and

visual art.

1.1.5.D.1 1.1.5.D.1

Grade 5 CPI









Identify elements of art Compare and contrast

and principles of design works of art in various

that are evident in mediums that use the

everyday life. same art elements and

principles of design.









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rforming Arts

Visual Art

1.2 History of the Arts and Culture: All students will understand the role,

development, and influence of the arts throughout history and across cultures.





1.2.5.A.1 1.2.5.A.2 1.2.5.A.3

Recognize works of dance, Relate common artistic Determine the impact of

music, theatre, and visual elements that define significant contributions

art as a reflection of distinctive art genres in of individual artists in

societal values and dance, music, theatre, and dance, music, theatre, and

beliefs. visual art. visual art from diverse

cultures throughout

history.









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Visual Art

1.3 Performance: All students will synthesize those skills, media, methods, and technologie

theatre, and visual art.





1.3.5.D.1 1.3.5.D.2

Work individually and Identify common and distinctive

collaboratively to create two- and characteristics of artworks from

three-dimensional works of art that diverse cultural and historical eras

make cohesive visual statements of visual art using age-appropriate

and that employ the elements of stylistic terminology (e.g., cubist,

art and principles of design. surreal, optic, impressionistic), and

experiment with various

compositional approaches

influenced by these styles.









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ods, and technologies apropriate to creating, performing, and/or presenting works of art in dan









1.3.5.D.3 1.3.5.D.4

Identify common and distinctive Differentiate drawing, painting,

characteristics of genres of visual ceramics, sculpture, printmaking,

artworks (e.g., realism, surrealism, textiles, and computer imaging by

abstract/nonobjective art, the physical properties of the

conceptual art, and others) using resulting artworks, and experiment

age-appropriate terminology, and with various art media and art

experiment with various mediums to create original works of

compositional approaches art.

influenced by these genres.









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ng works of art in dance, music,









1.3.5.D.5

Collaborate in the creation of works

of art using multiple art media and

art mediums, and present the

completed works in exhibition

areas inside and outside the

classroom.









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Visual Art

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a









1.4.5.A.1 1.4.5.A.2 1.4.5.A.3

Employ basic, discipline- Make informed aesthetic Demonstrate how art

specific arts terminology to responses to artworks based communicates ideas about

categorize works of dance, on structural arrangement personal and social values

music, theatre, and visual and personal, cultural, and and is inspired by an

art according to established historical points of view. individual's imagination and

classifications. frame of reference (e.g.

personal, social, political,

historical context).









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trate and apply an understanding of arts philosophies, judgment, and analysis to works of art in









1.4.5.B.1 1.4.5.B.2 1.4.5.B.3

Assess the application of the Use evaluative tools, such as Use discipline-specific arts

elements of art and rubrics, for self-assessment terminology to evaluate the

principles of design in and to appraise the strengths and weaknesses

dance, music, theatre, and objectivity of critiques by of works of dance, music,

visual artworks using peers. theatre, and visual art.

observable, objective

criteria.









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of art in dance, music, theatre, and visual art.









1.4.5.B.4 1.4.5.B.5

Define technical proficiency, Distinguish ways in which

using the elements of the individuals may disagree

arts and principles of design. about the relative merits

and effectiveness of artistic

choices in the creation and

performance of works of

dance, music, theatre, and

visual art.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Visual Art

1.1 The Creative Process: All students will demonstrate an

understanding of the elements and principles that govern the

creation of works of art in dance, music, theatre, and visual art.

1.1.8.D.1 1.1.8.D.2

Describe the intellectual and Compare and contrast

emotional significance various masterworks of art

Grade 8 CPI









conveyed by the application from diverse cultures, and

of the elements of art and identify elements of the

principles of design in works that relate to specific

different historical eras and cultural heritages.

cultures.









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ng Arts

Visual Art

1.2 History of the Arts and Culture: All students will understand the role, development, and

influence of the arts throughout history and across cultures.



1.2.8.A.1 1.2.8.A.2

Map historical innovations in Differentiate past and

dance, music, theatre, and contemporary works of dance,

visual art that were caused by music, theatre, and visual art

the creation of new that represent important ideas,

technologies. issues, and events that are

chronicled in the histories of

diverse cultures.









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nd the role, development, and





1.2.8.A.3

Analyze the social historical,

and political impact of artists

on culture and the impact of

culture on the arts.









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1.3 Performance: All students will synthesize those skills, media, methods, and technologi





1.3.8.D.1 1.3.8.D.2

Incorporate various art elements and Apply various art media, art

the principles of balance, harmony, mediums, technologies, and

unity, emphasis, proportion, and processes in the creation of

rhythm/movement in the creation of allegorical, theme-based, two- and

two- and three-dimensional three-dimensional works of art, using

artworks, using a broad array of art tools and technologies that are

media and art mediums to enhance appropriate to the theme and goals.

the expression of creative ideas (e.g.,

perspective, implied space,

illusionary depth, value, and pattern).









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s, and technologies apropriate to creating, performing, and/or presenting works of art in dance,





1.3.8.D.3 1.3.8.D.4

Identify genres of art (including Delineate the thematic content of

realism, abstract/nonobjective art, multicultural artworks, and plan,

and conceptual art) within various design, and execute multiple

contexts using appropriate art solutions to challenging visual arts

vocabulary, and solve hands-on problems, expressing similar

visual problems using a variety of thematic content.

genre styles.









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rks of art in dance, music, theatre, and visual art.





1.3.8.D.5 1.3.8.D.6

Examine the characteristics, thematic Synthesize the physical properties,

content, and symbolism found in processes, and techniques for visual

works of art from diverse cultural and communication in multiple art media

historical eras, and use these visual (including digital media), and apply

statements as inspiration for original this knowledge to the creation of

artworks. original artworks.









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1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate





1.4.8.A.1 1.4.8.A.2 1.4.8.A.3

Generate Identify works of Distinguish among

observational and dance, music, artistic styles, trends,

emotional responses theatre, and visual and movements in

to diverse culturally art that are used for dance, music,

and historically utilitarian and non- theatre, and visual

specific works of utilitarian purposes. art within diverse

dance, music, cultural and historical

theatre, and visual eras.

art.









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students will demonstrate and apply an understanding of arts philosophies, judgment, and anal





1.4.8.A.4 1.4.8.A.5 1.4.8.A.6

Compare and Interpret symbolism Differentiate

contrast changes in and metaphors between

accepted meanings embedded in works "traditional" works of

of known artworks of dance, music, art and those that do

over time, given theatre, and visual not use conventional

shifts in societal art. elements of style to

norms, beliefs, or express new ideas.

values.









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sophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.





1.4.8.A.7 1.4.8.B.1 1.4.8.B.2

Analyze the form, Evaluate the Differentiate among

function, effectiveness of a basic formal

craftsmanship, and work of art by structures and

originality of differentiating technical proficiency

representative works between the artist's of artists in works of

of dance, music, technical proficiency dance, music,

theatre, and visual and the work's theatre, and visual

art. content or form. art.









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atre, and visual art.





1.4.8.B.3

Compare and

contrast examples of

archetypal subject

matter in works of

art from diverse

cultural contexts and

historical eras by

writing critical

essays.









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New Jersey Core Curriculum Content Standards - Visual & Performing Arts

Visual Art

1.1 The Creative Process: All students will

demonstrate an understanding of the elements and

principles that govern the creation of works of art in

dance, music, theatre, and visual art.

1.1.12.D.1 1.1.12.D.2

Distinguish Translate literary,

innovative musical, theatrical,

Grade 12 CPI









applications of the and dance

elements of art and compositions by

principles of design using them as

in visual artworks stimulus/inspiration

from diverse cultural for corresponding

perspectives and visual artworks.

identify specific cross-

cultural themes.









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al & Performing Arts

Visual Art Visual Art

1.2 History of the Arts and Culture: All Students 1.3 Performance: All Students will synth

will understand the role, development, and creating, performing, and/or presenting

influence of the arts throughout history and

across cultures.

1.2.12.A.1 1.2.12.A.2 1.3.12.D.1

Determine how dance, Justify the impact of Synthesize the

music, theatre, and innovations in the arts elements of art and

visual art have (e.g. the availability of principles of design in

influenced world music online) on an original portfolio

cultures throughout societal norms and of two- and three-

history. habits of mind in dimensional artworks

various historical eras. that reflects personal

style and a high

degree of technical

proficiency and

expressivity.









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ll Students will synthesize those skills, media, methods, and technologies appropriate to

g, and/or presenting works of art in dance, music, theatre, and visual art.







1.3.12.D.2 1.3.12.D.3 1.3.12.D.4

Produce an original Organize an exhibit of Analyze the syntax

body of artwork in personal works of and compositional

one or more art visual art that convey and stylistic principles

mediums that a high level of of two- and three-

demonstrates understanding of how dimensional artworks

mastery of visual the expression of in multiple art media

literacy, methods, ideas relates to the (including computer-

techniques, and art media, art assisted artwork), and

cultural mediums, and interpret themes and

understanding. techniques used. symbols suggested by

the artworks.









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gies appropriate to

art.







1.3.12.D.5

Identify the styles and

artistic processes

used in the creation

of culturally and

historically diverse

two- and three-

dimensional artworks,

and emulate those

styles by creating an

original body of work.









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Visual Art

1.4 Aesthetic Responses (A) & Critique Methodologies (B): All students will demonstrate a









1.4.12.A.1 1.4.12.A.2

Use contextual clues to Speculate on the artist's intent,

differentiate between unique using discipline-specific arts

and common properties and to terminology and citing

discern the cultural embedded clues to

implications of works of dance, substantiate the hypothesis.

music, theatre, and visual art.









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All students will demonstrate and apply an understanding of arts philosophies, judgement, and









1.4.12.A.3 1.4.12.A.4

Develop informed personal Evaluate how exposure to

responses to an assortment of various cultures influences

artworks across the four arts individual, emotional,

disciplines (dance, music, intellectual, and kinesthetic

theatre, and visual art), using responses to artwork.

historical significance,

craftsmanship, cultural

context, and originality as

criteria for assigning value to

the works.









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philosophies, judgement, and analysis to works of art in dance, music, theatre, and visual art.









1.4.12.B.1 1.4.12.B.2

Formulate criteria for arts Evaluate how an artist's

evaluation using the principles technical proficiency may

of positive critique and affect the creation or

observation of the elements of presentation of a work of art,

art and principles of design, as well as how the contest in

and use the criteria to evaluate which a work is performed or

works of dance, music, theatre, shown may impact perceptions

visual, and multimedia artwork of its significance/meaning.

from diverse cultural contexts

and historical eras.









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music, theatre, and visual art.









1.4.12.B.3

Determine the role of art and

art-making in a global society

by analyzing the influence of

technology on the visual,

performing and multimedia

arts for consumers, creators

and performers around the

world.









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