Get documents about "Program of Studies Primary Socia
Document Sample
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic
products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural
organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.
Academic Expectations
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
1.14 Students make sense of ideas and communicate ideas with music.
1.15 Students make sense of and communicate ideas with movement.
2.23 Students analyze their own and others' artistic products and performances using accepted standards.
Big Idea: Structure in the Arts - Music
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Essential Questions/Critical Vocabulary Classroom Assessments Grading Resources Links
Understandings and Concepts Items Indicators/Content Period
Standards
High School Enduring High School Skills and AH-HS-1.1.1 X Vocabulary: Elements of Music, Types of Music critiques 1-4 www.arts-edge.com
Knowledge - Concepts - Music Students will analyze
Understandings AH-HS-SA-S-Mu1 or evaluate the use of
Ensembles, Forms (rondo, theme & www.menc.org
AH-HS-SA-U-1 Students will use elements of music in variations, opera, symphony), Italian terms Vocabulary quizzes www.kmea.org
Students will understand that appropriate terminology to musical compositions. for different musical elements (dynamics, www.wikipedia.org
the elements of music, dance, analyze and evaluate the DOK 3 tempo) Open Response Questions that (contains links to
and drama are intentionally use of elements in a variety (Incorporates prior
applied in creating and of music (rhythm, tempo, knowledge about require students to analyze a musical scores)
performing. melody, harmony, form, elements from primary Essential Questions: musical composition and use related
timbre, dynamics) through 8th grade) vocabulary.
AH-HS-SA-U-3 Elements of music:
Students will understand that AH-HS-SA-S-Mu2 Rhythm, Melody,
What is the form of the music? (to be asked
responding to and critiquing Students will apply the Form (rondo, theme when listening to a piece) Have students create short pieces
works of art involves an elements of music with and variations, with given guidelines to include
understanding of elements, technical accuracy and musical forms of How do you know the music is a certain certain elements.
principles, and structures expression while opera: overture,
appropriate to each area of performing, singing, playing aria, recitative, form?
the arts. instruments, moving, movements of
listening, reading music, the classical How do the elements of music work
AH-HS-SA-U-4 writing music, and creating symphony - four
Students will understand that music independently and movements in
together to make a certain type of music?
existing and emerging with others typical sequence:
technologies can inspire new movement 1-fast
applications of structural AH-HS-SA-S-Mu3 dramatic movement,
components. Students will listen to and movement 2-lyrical
analyze how changing slow movement,
different elements results in movement 3-a
different musical effects dance-like movement
[e.g., minuet or
AH-HS-SA-S-Mu4 scherzo],
Students will recognize, movement 4-a brilliant
describe, and compare or heroic fast
various styles of music movement), Timbre,
(rondo, theme and Harmony, Tempo,
variation, opera – overture, Dynamics
aria, recitative, movements
of a classical symphony)
Arts and Humanities – Trigg County High School 1
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Structure in the Arts – Dance
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Indicators/Content Period
Standards
High School Enduring High School Skills and AH-HS-1.2.1 X Vocabulary: Elements of Dance, Forms of Dance critique 1-4 www.abt.org
Knowledge - Understandings Concepts - Dance Students will analyze or
AH-HS-SA-U-1 AH-HS-SA-S-Da1 evaluate how
Dance (narrative, rondo, theme & www.arts-edge.com
Students will understand that Students will use appropriate choreographers and dancers variations), Ballet, Tap, Jazz, Modern, Vocabulary quizzes
the elements of music, dance, terminology to analyze and use the elements of dance, terms for shoes and costumes, terms for
and drama are intentionally evaluate the use of elements in forms and styles to types of props and scenery Create a dance in a certain
applied in creating and a variety of dance (space, time, communicate ideas and
performing. force) feelings through creating form using all 3 elements.
and performing. Essential Questions:
AH-HS-SA-U-3 AH-HS-SA-S-Da2 DOK 3 Open Response Questions
Students will understand that Students will apply elements of (Incorporates prior
responding to and critiquing dance and principles of knowledge about elements
How does a dance use all the elements? asking students to:
works of art involves an movement (e.g., balance, from primary through 8th (asked when viewing a dance)
understanding of elements, initiation of movement, weight grade.) Choreograph a dance using
principles, and structures shift) to: Elements: Space, Time, How does Ballet differ from Tap? From correct terminology.
appropriate to each area of the expressively create Force
arts. and perform a range Choreographic Forms: Modern or Jazz? (Comparing and
of patterns of Theme and Variations, contrasting all styles to one another) Analyze a dance.
AH-HS-SA-U-4 movement Rondo, Narrative
Students will understand that analyze and Styles: (characteristics of)
What type of clothing and shoes are used Tell how a dance expresses a
existing and emerging evaluate the use of Ballet – standardized dance
technologies can inspire new choreographic forms movements, specialized for each type of dance? feeling or communicates and
applications of structural in dance. (theme and leaps and lifts, French idea.
components variation, rondo, terminology to describe each What are the terms used in Ballet? In
narrative) standardized movement
analyze and (actual terms not to be Tap? In Modern? In Jazz? Describe how the
describe how assessed), pointe shoes for props/scenery, lighting, and
themes in dances women, slippers for men, costumes work together with
and styles of dance costumes – tights, tutu, root
is court dances
the choreography to create a
communicate ideas
and feelings Tap – emphasis on rhythm, dance (express a feeling,
identify and explain tap shoes, costumes – communicate and idea).
characteristics of formal to street wear,
dance styles (ballet, improvisation, roots in
tap, jazz, modern) recreational dance (e.g., Irish
step dance, jig, and African
AH-HS-SA-S-Da3 steps)
Students will describe and Jazz – stylized movement,
analyze the relationships accents in hands, head, hips,
between and among music, feet, English/French
costumes, lighting, terminology to describe
props/scenery, and movements (actual terms not
choreography to be assessed), jazz shoes or
boots, costume related to
theme of dance,
improvisation, root in social
dances and early musical
theatre dance
Modern – freedom in
movement,
Arts and Humanities – Trigg County High School 2
Trigg County Combined Curriculum Document
Arts and Humanities
English/French/new words to
describe movements (actual
terms not to be assessed),
usually barefoot but can use
shoes based on theme,
costume related to dance
theme, improvisation used in
the development of
choreography
AH-HS-1.2.2
Students will describe or
X
analyze the relationship
among music, costumes,
lighting, props/scenery and
choreography.
DOK 3
Arts and Humanities – Trigg County High School 3
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Structure in the Arts – Drama/Theatre
Program of Studies: Program of Studies: Skills and Related Core Content Tested Performance Essential Questions/Critical Classroom Grading Period Resource Links
Understandings Concepts Item Indicators/Content Standards Vocabulary Assessment
High School Enduring Knowledge - High School Skills and AH-HS-1.3.1 X Vocabulary: Literary Drama critique 1-4 www.internationalthespiansociety.com
Understandings Concepts - Drama/Theatre Students will analyze
AH-HS-SA-U-1 AH-HS-SA-S-DT1 or evaluate the use of
elements, Technical (review)
Students will understand that the Students will use appropriate technical elements, elements, Performance www.art-edge.com
elements of music, dance, and drama terminology to analyze and literary elements and elements. Vocabulary
are intentionally applied in creating evaluate the use of elements of performance elements quizzes www.marketplacetheater.com
and performing. drama (literary, technical, in a variety of
performance) in a variety of dramatic works. Essential Questions:
AH-HS-SA-U-3 dramatic works DOK 3 Create a drama
Students will understand that (Incorporates prior How are the literary with certain
responding to and critiquing works of AH-HS-SA-S-DT2 knowledge about
art involves an understanding of Students will use the elements of elements from primary
elements used in a assigned
elements, principles, and structures drama to:
th
through 8 grade) particular drama? elements
appropriate to each area of the arts. expressively create Elements of drama: Technical elements? required to be
and perform dramatic Literary elements Performance elements? present.
AH-HS-SA-U-4 works – Script, Plot
Students will understand that existing explain how technical structures
and emerging technologies can inspire elements (staging, (exposition, rising Perform a drama
new applications of structural scenery, props, action, climax or with focus on
components costumes, make-up, turning point,
falling action,
specific
lighting, sound) and
performance resolution), elements.
elements (acting, Suspense, Theme,
speaking, nonverbal Setting, Language Open Response
expression) create (word choice/style
mood, believable used to create Questions asking
characters, and character, dialect, students to:
advance the message point of view),
being communicated Monologue,
Dialogue,
Describe,
AH-HS-SA-S-DT3 Empathy evaluate, or
Students will use print and non- Technical explain the use of
print sources to explore and elements - certain elements
evaluate a variety of dramatic Scenery, Sound,
works (e.g., theater and dramatic Lights, Make-up, in a particular
media – film, television, electronic Props, Costumes, drama.
media) Design
Performance
elements - Acting
Create a script
(e.g., character for a drama using
motivation and certain assigned
analysis), elements.
Speaking
(e.g., breath control,
projection, vocal
expression, diction),
Nonverbal expression
(e.g., gestures, body
alignment, facial
expression, character
blocking and
movement, stage
directions - stage left,
Arts and Humanities – Trigg County High School 4
Trigg County Combined Curriculum Document
Arts and Humanities
stage right, center
stage, upstage,
downstage)
Arts and Humanities – Trigg County High School 5
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Structure in the Arts – Visual Arts
Program of Studies: Program of Related Core Tested Performance Essential Questions/Critical Vocabulary Classroom Assessment Grading Period Resource Links
Items Indicators/Content
Understandings Studies: Skills Content Standards
and Concepts
High School Enduring High School Skills AH-HS-1.4.1 X Vocabulary: Elements of Art, Art critique 1-4 www.artsedge.org
Knowledge - Understandings and Concepts - Students will
AH-HS-SA-U-2 Visual Arts analyze or evaluate
Principles of Design, types of media,
Students will understand that the AH-HS-SA-S-VA1 the use of the types of processes Self art critique www.nga.org
principles of design and the Students will use elements of art and
elements of visual art are appropriate principles of design Essential Questions: Vocabulary quizzes
intentionally applied in creating terminology to in a variety of
works of art. analyze and evaluate artworks.
the use of elements of DOK 3 How are the Create artworks using assigned
AH-HS-SA-U-3 art (e.g., line, shape, (Incorporates elements/principles/media/processes elements/principles/media/processes.
Students will understand that form, texture, color) knowledge about
responding to and critiquing works and principles of elements of art and
used in a certain artwork?
of art involves an understanding of design (emphasis, principles of design Open Response Questions asking
elements, principles, and structures pattern, balance, from primary Compare and contrast the student to:
appropriate to each area of the contrast) in a variety through 8th grade) elements/media/processes/principles
arts. of visual artworks Elements of art:
Line, Shape, Form, used in different artworks. Analyze or evaluate the elements,
AH-HS-SA-U-4 AH-HS-SA-S-VA2 Texture, Space media, or processes used in a certain
Students will understand that Students will (perspective: aerial artwork.
existing and emerging technologies expressively use the or atmospheric,
can inspire new applications of elements of art, two-point linear
structural components principles of design, perspective), Value Describe how they would create an
and a variety of (lightness and artwork using assigned
processes in creating darkness, tints and elements/principles/media/processes.
artworks shades), Color
(color theory -
AH-HS-SA-S-VA3 primary, secondary,
Students will apply intermediate hues,
organizational intensity -
structures and brightness and
evaluate what makes dullness, color
them effective or not schemes/groups -
effective in triadic,
communicating ideas complementary,
analogous)
AH-HS-SA-S-VA4
Students will analyze
and evaluate the use Principles of
of elements of art design: X
(e.g., line, shape, Repetition, Pattern,
color properties, color Rhythm, Movement,
schemes/groups, Contrast,
form, texture, space, Proportion, Balance
value) and principles (symmetrical,
of design (e.g., asymmetrical,
repetition, emphasis, radial), Emphasis
pattern, balance, (focal point),
contrast, rhythm, Variety, Unity
proportion,
movement) in a AH-HS-1.4.2
variety of two and Students will
analyze or evaluate
Arts and Humanities – Trigg County High School 6
Trigg County Combined Curriculum Document
Arts and Humanities
three dimensional the use of media
artworks and art processes
in creating
AH-HS-SA-S-VA5 artworks.
Students will identify DOK 3
and use a variety of Media
subject matter in (plural)/Medium
viewing and creating (singular)
visual artworks (Properties of
(representational – media need to be
e.g., landscape, known in order to
portrait, still life, respond to
nonrepresentational – artworks)
e.g., abstract, non- Two-dimensional:
objective) paint (watercolor,
tempera, oil,
acrylic), fabric,
yarn,
paper, ink, pastel
(oil and chalk),
fiber, photography,
computer-
generated
design/art
Three-dimensional:
clay, wood, glass,
metal, stone,
plaster
Art processes:
Two-dimensional:
drawing, painting,
fiber art (e.g., fabric
printing, stamping,
batik, tie-dye),
printmaking,
photography
Three-dimensional:
textiles, fiber art
(e.g., constructing
with fiber, weaving,
rugs, crocheting,
knitting, quilting),
ceramics,
sculpture,
architecture
Subject matter:
representational
(e.g., landscape,
portrait, still life),
nonrepresentational
(e.g., abstract, non-
objective)
Arts and Humanities – Trigg County High School 7
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts
The arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place, and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings, and ideas of those cultures. Students also have the
opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate
their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts.
Academic Expectations
2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.
2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.
2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.
Big Idea: Humanity in the Arts - Music
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Period Resource Links
Understandings and Concepts Items Standards
Arts and Humanities – Trigg County High School 8
Trigg County Combined Curriculum Document
Arts and Humanities
High School Enduring Knowledge – High School Skills and AH-HS-2.1.1 X Vocabulary: time periods of Write a piece of 1-4 www.artsedge.org
Understandings Concepts - Music Students will analyze or
AH-HS-HA-U-1 AH-HS-HA-S-Mu1 evaluate how factors such as
music, forms of music, music in a certain
Students will understand that the arts Students will describe, analyze time, place and ideas are composers style. www.menc.org
are powerful tools for understanding and evaluate distinguishing reflected in music.
human experiences both past and characteristics of music DOK 3 How does the music of the Have students make www.kmea.org
present. representing a variety of world
cultures and historical/style Historical Periods in time period reflect the composer and style
AH-HS-HA-U-2 periods (European: European Music: (in events taking place during trading cards to help www.wikipedia.org (links
Students will understand that the arts Renaissance, Baroque, Neo- chronological order) that time? them remember to musical scores)
help us understand others’ (often very Classicism/”Classical,” (Basic understanding of
different) ways of thinking, working, Romanticism, society in the time period,
important facts.
and expressing ourselves. Impressionism/Post- influence of geographic How is music from different
Impressionism, Modern and location and philosophical time periods the same? Identifying works
AH-HS-HA-U-3 Contemporary; American: beliefs of each historical Different? from certain time
Students will understand that the arts Modern and Contemporary) period is necessary to meet
play a major role in the creation and this standard) periods.
defining of cultures and building AH-HS-HA-S-Mu2 Renaissance (Palestrina, How are the thoughts and
civilizations. Students will listen to, perform, polyphony and counterpoint accepted societal norms of Open Response
and classify music representing [multiple melodic lines
a variety of world cultures and played simultaneously] are
a time period reflected in its Questions asking
historical/style periods prominent in music, the rise music? students to:
of instrumental and secular
AH-HS-HA-S-Mu3 music) Compare and
Students will examine music Baroque (Bach and the
from various world cultures and fugue, Handel and oratorio) contrast the music of
explain how music reflects the Classical (Mozart & Haydn - one time period to
culture, cultural beliefs, or true classical style, the music of another.
blending of cultures; use Beethoven – transition
examples to illustrate how from Classical to Romantic)
music has directly influenced Romantic (Tchaikovsky - Describe how the
society or culture influence on ballet, Wagner - music of a time
influence on opera) period reflects the
AH-HS-HA-S-Mu4 20th Century
Students will examine music (Impressionism/Post- events that are taking
from various time periods Impressionism, Debussy, place in that period.
and explain how the Ravel - symbolism in music)
influence of time and Modern (Stravinsky -
influence on Russian ballet)
Explain how the
Contemporary (this refers to thoughts and
music being composed today) accepted societal
norms of a time
period are reflected
in its music.
Arts and Humanities – Trigg County High School 9
Trigg County Combined Curriculum Document
Arts and Humanities
place are reflected in the Recent Styles in American
music Music:
Modern American music
consists of diverse musical
styles (e.g., Latin and
Caribbean influences in
American music); many
emerged from a blending of
distinct musical styles.
Contributions of some
prominent American
composers:
Gershwin - jazz in classical
musical forms, Copland -
integrated national American
idioms into his music,
Ellington - led and shaped
jazz styles in American
music
Other styles are rooted in
American culture (e.g., folk,
popular, country, blues)
Arts and Humanities – Trigg County High School 10
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts – Dance
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Standards Period
High School Enduring High School Skills and AH-HS-2.2.1 X Vocabulary: time periods of Choreograph a dance in a certain 1-4 www.abt.org
Knowledge – Understandings Concepts - Dance Students will analyze or
AH-HS-HA-U-1 AH-HS-HA-S-Da1 evaluate how factors such
dance, forms of dance, style.
Students will understand that the Students will describe, analyze, as time, place and ideas choreographers, dancers, and www.artsedge.org
arts are powerful tools for and evaluate distinguishing are reflected in dance. patrons of dance Have students make
understanding human experiences characteristics of dance DOK 3 choreographer/dancer and style www.google.com (video
both past and present. representing a variety of world
cultures and historical/style European Culture and How does the dance of the trading cards to help them remember search returns results of
AH-HS-HA-U-2 periods (European: Periods: (in chronological time period reflect the events important facts. videos of different
Students will understand that the Renaissance, Baroque, order) taking place during that time? choreographers and
arts help us understand others’ Modern and Contemporary (Basic understanding of
(often very different) ways of Romantic; American: Realism, society in the time period,
Identifying dances/movements from dancers)
thinking, working, and expressing Modern and Contemporary) influence of geographic How is dance from different certain time periods.
ourselves. location and philosophical time periods the same?
AH-HS-HA-S-Da2 beliefs of each historical Different? Open Response Questions asking
AH-HS-HA-U-3 Students will observe, classify, period is necessary to
Students will understand that the and perform dance meet this standard) students to:
arts play a major role in the representing a variety of world Renaissance (court How are the thoughts and
creation and defining of cultures cultures and historical/style dances) accepted societal norms of a Compare and contrast the dance of
and building civilizations. periods Baroque (development of
ballet, Louis XIV)
time period reflected in its one time period to the dance of
AH-HS-HA-S-Da3 Romantic (Golden Age of dance? another.
Students will examine dance ballet)
from various world cultures and Describe how the dance of a time
explain how dance reflects the Modern (Fokine – the
culture, cultural beliefs, or revitalization and 20th period reflects the events that are
blending of cultures; use century prominence of taking place in that period.
examples to illustrate how Russian ballet,
dance has directly influenced Balanchine, Baryshnikov)
society or culture Recent Styles in American Explain how the thoughts and
Culture: accepted societal norms of a time
AH-HS-HA-S-Da4 Popular dance (includes period are reflected in its dance.
Students will examine dance Early American dance,
from various time periods and folk and social ance, [e.g.,
explain how the influence of square dance, swing,
time and place are reflected in waltz])
the dance Martha Graham -
abandoning traditional steps
of ballet, portrayed
characters in woman’s
viewpoint)
Modern dance (important
figures include: Alvin Ailey -
acclaimed African American
choreographer,
incorporation of traditional
African roots, African-
American themes
Arts and Humanities – Trigg County High School 11
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts – Drama/Theatre
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
and Concepts Items Standards Period
Understandings
Arts and Humanities – Trigg County High School 12
Trigg County Combined Curriculum Document
Arts and Humanities
High School Enduring High School Skills and AH-HS-2.3.1 X Vocabulary: time periods of Write a drama in a 1-4 www.marketplacetheater.com
Knowledge – Understandings Concepts - Drama/Theatre Students will analyze or
AH-HS-HA-U-1 AH-HS-HA-S-DT1 evaluate how factors such
drama, forms of drama, certain style. www.internationalthespiansoci
Students will understand that Students will describe, as time, place and ideas are playwrights, actors, and style. ety.com
the arts are powerful tools for analyze, and evaluate reflected in drama. Have students make
understanding human distinguishing characteristics DOK 3 Essential Questions: playwright and style www.unitedstreaming.com
experiences both past and of dramatic works
present. representing a variety of world Japanese Culture (history trading cards to help
cultures (Japanese, and characteristics of How does the drama of the time them remember
AH-HS-HA-U-2 American) and historical/style Kabuki theatre) period reflect the events taking important facts.
Students will understand that periods (European:
the arts help us understand Renaissance, Neo- Historical Periods: (in
place during that time?
others’ (often very different) Classicism/“Classical, chronological order) Identifying works from
ways of thinking, working, and Romanticism, Realism) (Basic understanding of How is drama from different time certain time periods.
expressing ourselves. society in the time period, periods the same? Different?
AH-HS-HA-S-DT2 influence of geographic
AH-HS-HA-U-3 Students will observe, location and philosophical Open Response
Students will understand that classify, and perform dramatic beliefs of each historical How are the thoughts and Questions asking
the arts play a major role in the works representing a variety period is necessary to meet accepted societal norms of a students to:
creation and defining of cultures of world cultures and this standard)
and building civilizations. historical/style periods Renaissance
time period reflected in its
(commedia drama? Compare and contrast
AH-HS-HA-S-DT3 dell’arte, the drama of one time
Students will examine Shakespeare and How is a people’s culture period to the drama of
dramatic works from various Elizabethan
world cultures and explain theatre) reflected in its drama? another.
how dramatic works reflect Neo-
the culture, cultural beliefs, or Classicism/“Clas Why is drama important in Describe how the drama
blending of cultures; use sical” (satire)
examples to illustrate how Romantic
certain cultures? of a time period reflects
dramatic works have directly (melodrama) the events that are
influenced society or culture Realism (Henrik taking place in that
Ibsen, George period.
AH-HS-HA-S-DT4 Bernard Shaw)
Students will examine American Culture:
dramatic works from various American Explain how the
time periods and explain how playwrights’ role thoughts and accepted
the influence of time and with realism in
place are reflected in them theatre
societal norms of a time
(Tennessee period are reflected in
AH-HS-HA-S-DT5 Williams, Arthur its drama.
Students will use print and Miller)
non-print sources to explore, Modern & Contemporary
(impact of technology on Compare and contrast
describe, and interpret
universal themes, drama/theatre, the drama from one culture
characterization, and development of American to drama from a
situations in dramas and musical theatre)
different culture.
characteristics of theater from
different cultures or time
periods Explain why drama is
important to a particular
culture.
Arts and Humanities – Trigg County High School 13
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts – Visual Arts
Program of Studies: Understandings Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
and Concepts Items Standards Period
High School Enduring Knowledge – High School Skills and AH-HS-2.4.1 X Vocabulary: time periods of Create an artwork in a 1-4 www.nga.org
Understandings Concepts - Visual Arts Students will analyze or
AH-HS-HA-U-1 AH-HS-HA-S-VA1 evaluate how factors such
art, forms of art, artists, and certain style of a time www.artsedge.org
Students will understand that the arts Students will describe, as time, place and ideas are art of different cultures. period or culture.
are powerful tools for understanding analyze, and evaluate reflected in visual art.
human experiences both past and distinguishing characteristics DOK 3 How does the art of the time Have students make artist
present. of visual art representing a
variety of world cultures Middle Eastern and Asian period reflect the events and artwork trading cards
AH-HS-HA-U-2 (Middle Eastern, Asian, temple architecture, taking place during that time? to help them remember
Students will understand that the arts Modern and Contemporary characteristics of temples important facts.
help us understand others’ (often very European and American) and (Islamic – e.g., Dome of the
different) ways of thinking, working, historical/style periods Rock - geometric patterns
How is art from different time
and expressing ourselves. (Renaissance, Baroque, Neo- for decoration such as periods the same? Different? Identifying works from
Classicism, Romanticism, arabesques, minaret tower certain time periods.
AH-HS-HA-U-3 Realism, Impressionism/Post- to call Muslims to prayer, How are the thoughts and
Students will understand that the arts Impressionism) Hindu – e.g., Pampapati
play a major role in the creation and Temple– temple city accepted societal norms of a Open Response Questions
defining of cultures and building AH-HS-HA-S-VA2 complex with towers, time period reflected in its asking students to:
civilizations. Students will observe, Buddhist – e.g., Liurong art?
classify, and create visual art Temple/pagoda or called a
according to styles and stupa in India, part of a
Compare and contrast the
processes used in a variety of temple city complex) How does a people’s art art of one time period to
world cultures and reflect the beliefs and ideals the art of another.
historical/style periods Unique visual arts in Asian of their culture?
cultures (Japanese
AH-HS-HA-S-VA3 printmaking, Chinese and Describe how the art of a
Students will examine visual Japanese ink and brush Why is art important to a time period reflects the
artworks from various world paintings, calligraphy) certain culture? events that are taking
cultures and explain how
artworks reflect the culture,
place in that period.
cultural beliefs, or blending of
cultures; use examples to Explain how the thoughts
illustrate how artworks have and accepted societal
directly influenced society or
culture norms of a time period are
reflected in its art.
AH-HS-HA-S-VA4
Students will examine visual
artworks from various time
Compare and contrast art
periods and explain the from one culture to art
influence of time and place from a different culture.
are reflected in them
AH-HS-HA-S-VA5 Explain why art is
Students will use print and important to a particular
non-print sources to explore, culture.
describe, and interpret
universal themes,
characterization, and
situations in artworks from
different cultures or time
periods
Arts and Humanities – Trigg County High School 14
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts – Visual Arts (cont.)
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Standards Period
Historical Periods and Styles: (in
chronological order)
(Basic understanding of society
in the time period, influence of
geographic location and
philosophical beliefs of each
historical period is necessary to
meet this standard)
Renaissance (Leonardo Da Vinci -
painting, Michelangelo – sculpture,
painting, architecture – build on the
innovative architectural techniques
of Ancient Greece and Rome
([e.g., the arch, vault, dome,
principles of stress and counter
stress, atrium-style houses, etc.])
Baroque (Rembrandt – Dutch
Baroque, use of chiaroscuro, a
bold contrast of light and dark,
Caravaggio – Italian Baroque
painter, captured realistic
depictions using chiaroscuro)Neo-
Classical (Jacques-Louis David
distinctive Neo-Classical style
associated with French
revolution, Jefferson –Neo-
Classical architecture with
Ancient Greek and Roman
architectural influences, reflects
ideas of newly independent
United States)
Romantic (John Constable –
British landscapes, Francisco
Goya – Spanish Court painter
examined violence, greed and
foolishness of society)
Arts and Humanities – Trigg County High School 15
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Humanity in the Arts – Visual Arts (cont.)
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Standards Period
Realism - (Gustave Courbet –
attention on the common man,
Edouard Manet – focused on
industrial-age city and people,
bridged the gap between
Realism and Impressionism)
Impressionism/Post-
Impressionism (Claude Monet -
tried to capture light as a
moment of time, Vincent Van
Gogh – used bright colors and
line to express emotion, Mary
Cassatt – domestic social
scenes of women and children,
Auguste Rodin – sculptor who
used impressionistic style in
his work)
Modern and Contemporary
European (Salvador Dali –
surrealism, Pablo Picasso –
multiple styles including
cubism)
Modern & Contemporary
American (Andy Warhol – Pop
Art, focused on celebrities and
everyday objects of mass
production, Georgia O’Keeffe –
large scale abstraction of
natural form, Frank Lloyd
Wright – American
architecture, Dorothea Lange –
photography of the Depression
era, Jacob Lawrence – reflects
the African American
experience)
Arts and Humanities – Trigg County High School 16
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Purposes for Creating the Arts
The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic
expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature, and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations, and commemorations. Additionally, they
are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations,
students learn to create arts and use them for a variety of purposes in society.
Academic Expectations
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
1.14 Students make sense of ideas and communicate ideas with music.
1.15 Students make sense of and communicate ideas with movement.
2.22 Students create works of art and make presentations to convey a point of view.
2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.
Big Idea: Purposes for Creating the Arts - Music
Program of Studies: Program of Studies: Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Classroom Assessment Grading Period Resource Links
Items Standards Vocabulary
Understandings Skills and Concepts
Arts and Humanities – Trigg County High School 17
Trigg County Combined Curriculum Document
Arts and Humanities
High School Enduring High School Skills and AH-HS-3.1.1 X Vocabulary: Written reports on 1-4 www.menc.org
Knowledge – Concepts - Music Students will explain how
Understandings AH-HS-PCA-S-Mu1 music fulfills a variety of
ceremonial, music of the
AH-HS-PCA-U-1 Students will compare, purposes. recreational, artistic student’s choice that www.artsedge.org
Students will understand that interpret, and explain DOK 2 expression. describes the
the arts fulfill a variety of purposes for which music is purpose and www.kmea.org
purposes in society (e.g., to created to fulfill (ceremonial, Purposes of music:
present issues and ideas, to recreational, artistic (different roles of music) Essential Question: fulfillment of purpose
entertain, to teach or expression) Ceremonial - music created of the chosen music. www.wikipedia.org
persuade, to design, plan and or performed for rituals or What is the purpose
beautify). AH-HS-PCA-S-Mu2 celebrations (e.g., patriotic
Students will create new, music, music for worship)
of a given piece of Student created
AH-HS-PCA-U-2 listen to, choose and perform Recreational - music for music? music for
Students will understand that music to fulfill a variety of entertainment (e.g., music ceremonies,
the arts have value and specific purposes for play such as game How does a given entertainment, or
significance for daily life. They songs, music for dances
provide personal fulfillment, and social events, music for piece of music fulfill expressive purposes.
whether in vocational physical activities, music as its purpose?
settings, avocational pursuits, a hobby) Open Response
or leisure. Artistic expression - music
created with the intent to
Questions asking
AH-HS-PCA-U-3 express or communicate students to :
Students will understand that one’s emotions, feelings,
the arts provide forms of ideas, experience (e.g., Explain what purpose
nonverbal communication that music created and
can strengthen the performed in a concert a piece of music
presentation of ideas and setting for an audience) serves.
emotions.
Describe how a piece
of music fulfills a
certain purpose.
Compare and
contrast the purpose
of one piece to
another.
Arts and Humanities – Trigg County High School 18
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Purposes for Creating the Arts - Dance
Program of Studies: Understandings Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Classroom Assessment Grading Period Resource Links
and Concepts Items Standards Vocabulary
High School Enduring Knowledge – High School Skills and AH-HS-3.2.1 X Vocabulary: Written reports on a 1-4 www.abt.org
Understandings Concepts – Dance Students will explain how
AH-HS-PCA-U-1 AH-HS-PCA-S-Da1 dance fulfills a variety of
ceremonial, dance of the www.artsedge.org
Students will understand that the arts Students will compare, purposes. recreational, artistic student’s choice that
fulfill a variety of purposes in society interpret, and explain DOK 2 expression. describes the
(e.g., to present issues and ideas, to purposes for which dance is purpose and
entertain, to teach or persuade, to created (ceremonial, Purposes of dance:
design, plan and beautify). recreational, artistic (different roles of dance) Essential Question: fulfillment of purpose
expression) Ceremonial – dances of the chosen dance.
AH-HS-PCA-U-2 created or performed for What is the purpose
Students will understand that the arts AH-HS-PCA-S-Da2 rituals or celebrations (e.g.,
have value and significance for daily Students will create new, dances of Native
of a given dance? Student created
life. They provide personal fulfillment, observe, choose and perform Americans and West dances for
whether in vocational settings, a dance to fulfill a variety of Africans to celebrate life How does a given ceremonies,
vocational pursuits, or leisure. specific purposes events such as harvest, dance fulfill its entertainment, or
ritual dances associated
AH-HS-PCA-U-3 with worship) purpose? expressive purposes.
Students will understand that the arts Recreational – dancing for
provide forms of nonverbal entertainment, to support Open Response
communication that can strengthen the recreational activities (e.g.,
presentation of ideas and emotions. ballroom, line dancing,
Questions asking
aerobic dance, dance as a students to :
hobby)
Artistic expression – dance Explain what purpose
created with the intent to
express or communicate a dance serves.
emotion, feelings, ideas
(e.g., ballet, tap dance, Describe how a
modern dance, dance
created and performed in a
dance fulfills a
concert and/or theatrical certain purpose.
setting for an audience)
Compare and
contrast the purpose
of one dance to
another.
Arts and Humanities – Trigg County High School 19
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Purposes for Creating the Arts – Drama/Theatre
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Standards Period
High School Enduring High School Skills and AH-HS-3.3.1 X Vocabulary: sharing the Written reports on a 1-4 www.artsedge.org
Concepts – Drama/Theatre Students will explain how
Knowledge – AH-HS-PCA-S-DT1 drama/theatre fulfills a
human experience, passing drama of the student’s
Understandings Students will compare, variety of purposes. on tradition and culture, choice that describes the www.marketplacetheater.org
AH-HS-PCA-U-1 interpret, and explain DOK 2 recreational, artistic purpose and fulfillment of
Students will understand purposes for which expression. purpose of the chosen www.unitedstreaming.com
drama/theatre is created Purposes of
that the arts fulfill a (sharing the human drama/theatre: drama.
variety of purposes in experience, passing on (different roles of Essential Question:
society (e.g., to present tradition and culture, drama) Student created drama
recreational, artistic Sharing the human
issues and ideas, to expression) experience – to
What is the purpose of a for ceremonies,
entertain, to teach or express or given drama? entertainment, or
persuade, to design, AH-HS-PCA-S-DT2 communicate emotion, expressive purposes.
plan and beautify). Students will create or write feelings, ideas, How does a given drama
new, observe, choose and information through
perform dramatic works to dramatic works (e.g., fulfill its purpose? Open Response
AH-HS-PCA-U-2 fulfill a variety of specific social change, express Questions asking
Students will understand purposes or communicate students to :
universal themes, to
that the arts have value interpret and recreate
and significance for information, ideas and Explain what purpose a
daily life. They provide emotions) drama serves.
personal fulfillment, Passing on tradition
and culture – to
whether in vocational express or Describe how a drama
settings, avocational communicate feelings, fulfills a certain purpose.
pursuits, or leisure. ideas, information
(e.g., narrative,
storytelling, folktales,
Compare and contrast
AH-HS-PCA-U-3 religious ritual and the purpose of one drama
Students will understand ceremony) to another.
that the arts provide Recreational – drama
as recreation and for
forms of nonverbal recreational events
communication that can (e.g., for
strengthen the entertainment,
diversion, festivals)
presentation of ideas Artistic expression –
and emotions. drama created with the
intent to express or
communicate emotion,
feelings, ideas,
information
(e.g., dramatic works
created and performed
in a theatrical setting
for an audience)
Arts and Humanities – Trigg County High School 20
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Purposes for Creating the Arts – Visual Arts
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Standards Period
High School Enduring High School Skills and AH-HS-3.4.1 X Vocabulary: ceremonial, Written reports on an 1-4 www.nga.gov
Knowledge – Understandings Concepts - Visual Arts Students will explain how
AH-HS-PCA-U-1 AH-HS-PCA-S-VA1 art fulfills a variety of
narrative, functional, artwork of the student’s www.artsedge.org
Students will understand that the Students will compare, purposes. persuasive, artistic choice that describes the
arts fulfill a variety of purposes in interpret, and explain purposes DOK 2 expression. purpose and fulfillment of
society (e.g., to present issues for which visual art is created purpose of the chosen
and ideas, to entertain, to teach (ceremonial, artistic Purposes of visual arts:
or persuade, to design, plan and expression, narrative, (different roles of art) Essential Question: artwork.
beautify). functional) Ceremonial - ritual,
celebration, artworks What is the purpose of a Student created artworks
AH-HS-PCA-U-2 AH-HS-PCA-S-VA2 created to support
Students will understand that the Students will create new, worship ceremonies
given artwork? for ceremonies,
arts have value and significance select, choose and experience Artistic expression - entertainment, or
for daily life. They provide artworks created to fulfill a artwork to express or How does a given artwork expressive purposes.
personal fulfillment, whether in variety of specific purposes communicate emotions, fulfill its purpose?
vocational settings, a vocational ideas, feelings (e.g., for
pursuits, or leisure. self-expression, to Open Response Questions
decorate or beautify asking students to :
AH-HS-PCA-U-3 objects)
Students will understand that the Narrative - artworks that
arts provide forms of nonverbal tell stories, describe and
Explain what purpose an
communication that can illustrate experiences, or artwork serves.
strengthen the presentation of communicate
ideas and emotions. information, art to Describe how an artwork
document important or
historical events (e.g., fulfills a certain purpose.
Lange’s photography of
the Depression era) Compare and contrast the
Functional - artistic
objects used in
purpose of one artwork to
everyday life (e.g., another.
pottery, quilts, baskets,
etc.)
Persuasive - artworks
that promote ideas,
philosophies, or
products (e.g.,
advertising, marketing,
propaganda, ideology,
etc.)
Arts and Humanities – Trigg County High School 21
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts
There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas,
feelings, or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work.
Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression.
Academic Expectations
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
1.14 Students make sense of ideas and communicate ideas with music.
1.15 Students make sense of and communicate ideas with movement.
2.22 Students create works of art and make presentations to convey a point of view.
2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.
Big Idea: Processes in the Arts - Music
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings and Concepts Items Indicators/Content Period
Standards
High School Enduring High School Skills and Vocabulary: Elements of Music, types Musical notation quizzes 1-4 www.menc.org
Knowledge – Understandings Concepts - Music AH-HS-4.1.1 of instruments, scales, rhythmic and
AH-HS-PA-U-1 AH-HS-PA-S-Mu1 harmonic dictation symbols, Performance based exams alone and
Students will understand that Students will be actively Students will create and www.kmea.org
involved in creating, notating, notate music. transposition, embellishments, music with others
there are three distinct processes
for involvement in the arts; improvising, and performing notation.
music (e.g., similar style AH-HS-4.1.2 Composition exercises and projects
creating new artworks, answers to musical phrases, Students will improvise
local music
performing works previously Essential Performance and Questions:
created, and responding to
variations on given melodies, rhythmic and/or melodic Written report on careers in music store (Music
demonstrating unity/variety,
artworks and performances. embellishments and Central)
tension/release, and balance) Students will create their own original
AH-HS-PA-U-2 alone and with others variations on given
melodies. melodies with correct notation. Interviews with community members in
Students will understand that full AH-HS-PA-S-Mu2
Students will use knowledge of
musical careers
understanding and appreciation
musical elements and a variety AH-HS-4.1.3 Students
Students will perform music not by
of the arts requires some degree
of involvement in all three
of sound sources to create and
will sing or perform on ear, but by reading musical notation.
perform music in an expressive
processes. manner instruments, alone or
AH-HS-PA-U-3 AH-HS-PA-S-Mu3 with others, by reading What careers involve music or are
Students will understand that Students will sing or perform on basic music notation related to music?
openness, respect for work, and instruments, alone or with (with practice).
an understanding of how artists others, reading basic music What skills or training is necessary for
apply elements and principles of notation (with practice)
AH-HS-4.1.4 these careers?
design in creating and performing AH-HS-PA-S-Mu4
Students will use knowledge of
Students will identify
are personal attitudes and skills skills and training
the elements of music and
that enhance enjoyment of the music terminology to describe necessary for a variety of
observer. and critique their own careers related to music.
AH-HS-PA-U-4 performances and the
Students will understand that performances of others
existing and emerging
technologies can extend the
reach of the art form to new
audiences.
Arts and Humanities – Trigg County High School 22
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Music (cont.)
Program of Program of Related Core Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Studies: Studies: Skills and Content Items Standards Period
Understandings Concepts
AH-HS-PA-S-Mu5
Students will identify
and apply criteria for
evaluating music (e.g.,
skill of performers,
originality, emotional
impact, variety,
interest, technical
accuracy)
AH-HS-PA-S-Mu6
Students will
demonstrate behavior
appropriate for
observing the particular
context and style of
music being performed;
discuss opinions with
peers in a supportive
and constructive way
AH-HS-PA-S-Mu7
Students will explore
skills and training
necessary for a variety
of careers related to
music
Arts and Humanities – Trigg County High School 23
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts - Dance
Program of Studies: Program of Studies: Skills and Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings Concepts Items Standards Period
High School Enduring High School Skills and AH-HS-4.2.1 Vocabulary: Elements of Dance, Vocabulary quizzes 1-4 www.abt.org
Knowledge – Understandings Concepts - Dance Students will create Forms of Dance, standardized
AH-HS-PA-U-1 AH-HS-PA-S-Da1 an individual or a movements, appropriate gear for Performance based
Students will understand that Students will be actively involved group dance using
dancing exams alone and www.artsedge.org
there are three distinct processes (individually and in groups) in dance elements
for involvement in the arts; creating and performing dance (space, time and with others
creating new artworks, performing (using the elements of dance: force) that Essential Performances and
works previously created, and space, time and force) in a variety communicates Questions: Choreographic
responding to artworks and of choreographic forms (theme thoughts, ideas and/or exercises and
performances. and variation, rondo, narrative) feelings. Students create original dances by projects
themselves and with a group using
AH-HS-PA-U-2 AH-HS-PA-S-Da2 AH-HS-4.2.2 the elements of dance to Written report on
Students will understand that full Students will demonstrate Students will
communicate an idea or thought. careers in dance
understanding and appreciation appropriate alignment, strength, demonstrate
of the arts requires some degree and flexibility while performing appropriate
of involvement in all three dance movement alignment, strength Students perform dance with the Interviews with
processes. and flexibility while appropriate posture and movement community
AH-HS-PA-S-Da3 performing dance required for the specific dance. members in careers
AH-HS-PA-U-3 Students will apply knowledge of movement. involving dance
Students will understand that dance elements and dance Students will perform all forms of
openness, respect for work, and terminology to: AH-HS-4.2.3 dance.
an understanding of how artists expressively create and Students will perform
apply elements and principles of perform dance to dances utilizing
design in creating and performing communicate thoughts, various forms. What careers involve dance or are
are personal attitudes and skills ideas and/or feelings (choreographic forms: related to dance?
that enhance enjoyment of the describe and critique theme and variation,
observer. their own performances rondo, narrative) What training and skills are
and the performances of necessary for careers in dance?
AH-HS-PA-U-4 others AH-HS-4.2.4
Students will understand that Students will perform
existing and emerging social, recreational
technologies can extend the and artistic dances
reach of the art form to new from various historical
audiences. periods and cultures.
AH-HS-4.2.5
Students will identify
skills and training for
a variety of careers
related to dance.
Arts and Humanities – Trigg County High School 24
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Dance (cont.)
Program of Studies: Program of Studies: Skills Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
and Concepts Items Standards Period
Understandings
AH-HS-PA-S-Da4
Students will identify and
apply criteria for evaluating
dance (e.g., skill of
performers, originality,
emotional impact, variety,
interest)
AH-HS-PA-S-Da5
Students will demonstrate
behavior appropriate for
observing the particular
context and style of dance
being performed; discuss
opinions with peers in a
supportive and constructive
way
AH-HS-PA-S-Da6
Students will explore skills
and training necessary for a
variety of careers related to
dance
Arts and Humanities – Trigg County High School 25
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Drama/Theatre
Program of Studies: Program of Studies: Related Core Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings Skills and Concepts Content Items Standards Period
Arts and Humanities – Trigg County High School 26
Trigg County Combined Curriculum Document
Arts and Humanities
High School Enduring High School Skills and AH-HS-4.3.1 Vocabulary: Elements of Vocabulary quizzes 1- www.marketplacetheater.com
Knowledge – Understandings Concepts - Students will create Drama (Literary, 4
AH-HS-PA-U-1 Drama/Theatre and perform using
AH-HS-PA-S-DT1 Performance, and Technical) Performance based
Students will understand that Students will be actively
elements of drama.
exams alone and with www.internationalthespiansociety.org
there are three distinct involved in creating, (Literary - script
processes for involvement in the writing, Technical - Essential Performance and others
improvising, and
arts; creating new artworks, performing dramatic designing and Questions:
performing works previously works alone and with directing, Performing, literary, and
created, and responding to others, using elements of Performance- acting) Students will perform in a technical exercises and
artworks and performances. drama (Literary,
Technical, Production)
drama or use their skills to projects
AH-HS-4.3.2 be part of a drama in the
AH-HS-PA-U-2 AH-HS-PA-S-DT2 Students will identify staging or technical aspects Written report on careers
Students will understand that full Students will use skills and training
of the performance. in drama
understanding and appreciation knowledge of elements necessary for a
of the arts requires some degree of drama to: variety of careers
of involvement in all three create and related to drama. What are the careers Interviews with
processes. perform involving drama or related to community members in
dramatic drama? careers relating to drama
works in an
AH-HS-PA-U-3 expressive
Students will understand that manner What skills and training are
openness, respect for work, and describe and necessary for careers in
an understanding of how artists critique their
own
drama?
apply elements and principles of
design in creating and performances
performing are personal and the
performances
attitudes and skills that enhance of others
enjoyment of the observer. AH-HS-PA-S-DT3
Students will use a
AH-HS-PA-U-4 variety of resources (e.g.,
Students will understand that research, peers,
existing and emerging technology) to:
technologies can extend the write, refine,
and record
reach of the art form to new dialogue,
audiences. monologues,
and action
explore
jobs/careers
(e.g.,
playwright,
director,
actor) and
skills
associated
with dramatic
arts (theater,
dramatic
media)
Arts and Humanities – Trigg County High School 27
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Drama/Theatre (cont.)
Program of Studies: Program of Studies: Skills and Related Core Tested Performance Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Concepts Items Indicators/Content Period
Understandings Content Standards
AH-HS-PA-S-DT4
Students will identify and apply criteria
for evaluating dramatic works (e.g.,
skill of performers, originality,
emotional impact, variety, interest,
technical requirements: lighting,
sound, scenery, costumes, make-up)
AH-HS-PA-S-DT5
Students will demonstrate behavior
appropriate for observing the particular
context and style of dramatic works
being performed; discuss opinions with
peers in a supportive and constructive
way
AH-HS-PA-S-DT6
Students will explore skills and training
necessary for a variety of careers
related to dramatic arts
Arts and Humanities – Trigg County High School 28
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Visual Arts
Program of Studies: Program of Studies: Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Understandings Skills and Concepts Items Standards Period
High School Enduring High School Skills and AH-HS-4.4.1 Vocabulary: Elements of Art, Vocabulary quizzes 1-4 www.artsedge.org
Knowledge – Concepts - Visual Arts Students will Principles of Design, processes, media
Understandings AH-HS-PA-S-VA1 incorporate the Performance (creation of
AH-HS-PA-U-1 Students will be actively
elements of art and Essential Performance and Questions: artoworks) based exams www.jmam.org
involved in selecting
Students will understand media, techniques, subject principles of design to
that there are three matter, and processes for generate several Students will create an array of Creating artworks from www.nga.gov
distinct processes for creating artworks for solutions to a variety of different artworks incorporating the different cultures
involvement in the arts; specific purposes, applying visual art situations. elements of art and principles of
creating new artworks, the elements of art and design. Creating artworks with Janice Mason
performing works principles of design different purpose to reflect
AH-HS-4.4.2 Art Museum
previously created, and Students will create artworks using certain values
AH-HS-PA-S-VA2 Students will use media
responding to artworks different types of media and processes
Students will use and processes, subject
and performances. knowledge of the elements matter, symbols, ideas
to reflect different cultures and values. Written report on careers in Museum of the
and principles of art and art American
and themes to
AH-HS-PA-U-2 What careers involve art or are related
Students will understand
art terminology to:
create
communicate cultural
to art? Interviews with community Quilters’ Society
and aesthetic values.
that full understanding and expressive members in careers relating
appreciation of the arts artworks What skills and training are necessary to art
describe and AH-HS-4.4.3
requires some degree of for careers in art?
critique their own Students will identify
involvement in all three
work creations skills and training
processes.
and the necessary for a variety
creations of of careers in visual arts.
AH-HS-PA-U-3
others (e.g., how
Students will understand that
the
openness, respect for work,
communication
and an understanding of how
of ideas relates
artists apply elements and
to media,
principles of design in
techniques, or
creating and performing are
processes used)
personal attitudes and skills
that enhance enjoyment of
AH-HS-PA-S-VA3
the observer.
Students will identify and
apply criteria for evaluating
AH-HS-PA-U-4
visual (e.g., skill of artist,
Students will understand that
originality, emotional
existing and emerging
impact, variety, interest,
technologies can extend the
technical quality)
reach of the art form to new
audiences.
Arts and Humanities – Trigg County High School 29
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Processes in the Arts – Visual Arts
Program of Program of Studies: Related Core Content Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
Items Standards Period
Studies: Skills and Concepts
Understandings
AH-HS-PA-S-VA4
Students will demonstrate
behavior appropriate for
observing the particular
context and style of the
artwork being viewed;
discuss opinions with peers
in a supportive and
constructive way
AH-HS-PA-S-VA5
Students will describe
personal responses to
artwork; explain why there
might be different responses
to specific works of art (e.g.,
personal experience,
interest, medium used,
effectiveness of message)
AH-HS-PA-S-VA6
Students will explore skills
and training necessary for a
variety of careers in visual
arts
Arts and Humanities – Trigg County High School 30
Trigg County Combined Curriculum Document
Arts and Humanities
Big Idea: Interrelationships Among the Arts
The arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of
the arts as a mirror of human kind.
Academic Expectations
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
1.14 Students make sense of ideas and communicate ideas with music.
1.15 Students make sense of and communicate ideas with movement.
2.22 Students create works of art and make presentations to convey a point of view.
2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.
2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.
Big Idea: Interrelationships Among the Arts
Program of Studies: Understandings Program of Studies: Skills Related Core Tested Performance Indicators/Content Essential Questions/Critical Vocabulary Classroom Assessment Grading Resource Links
and Concepts Content Items Standards Period
High School Enduring Knowledge – High School Skills and Vocabulary: students must know the All assessments thus far play into 1-4 www.nga.gov
Understandings Concepts - Arts
AH-HS-IAA-U-1 AH-HS-IAA-S-1
AH-HS-5.5.1 characteristics of each time period for each this category since students must www.artsedge.org
understand that the arts are basic forms of explain common terms and Students will of the four arts. have the arts background to
human communication. concepts used in various arts compare one art answer the essential questions. www.abt.org
(e.g., tempo in dance and form (e.g. music)
AH-HS-IAA-U-2 music) to another (e.g. www.menc.org
Students will understand that music, AH-HS-IAA-S-2 visual arts) from Essential Questions: Reports or open response
dance, drama, and visual art created in Students will analyze and the same stylistic questions dealing with the www.kmea.org
common cultures and/or common explain how ideas and period in another How is one art form like another art form? comparing and contrasting of one
historical periods tend to reflect common emotions expressed in one art arts discipline www.jmam.org
attitudes, ideas, beliefs, and feelings. form (e.g. theatre) are similar (e.g., art form to another.
or different to ideas and Impressionism: How is one art form different from another www.maqs.org
AH-HS-IAA-U-3 emotions expressed another Monet to art form? Class debate on the similarities or
Students will understand that the arts art form (e.g. dance) Debussy). www.wikipedia.org
differences of one art form to
provide forms of non-verbal AH-HS-IAA-S-3
communication that can strengthen the Students will interpret and AH-HS-5.5.2 The above questions can be applied using another.
presentation of ideas and emotions. explain communication of Students will art forms from the same time periods,
common universal themes or analyze and/or different time periods, same cultures, and
AH-HS-IAA-U-4 ideas across different art explain how
Students will understand that the modes forms; compare and explain ideas and different cultures. The important thing
of thinking and methods of the arts connections between and emotions here is that the student realizes how the
disciplines can be used to illuminate among different art forms from expressed in arts are all connected.
situations in other disciplines that require the same culture, the same one art form
creative solutions. stylistic period, or the same (e.g. theatre)
time period are similar or
different to
ideas and
emotions
expressed in
another art form
(e.g. dance).
Arts and Humanities – Trigg County High School 31
Trigg County Combined Curriculum Document
Arts and Humanities
AH-HS-IAA-S-4
Students will explain
commonalities between the arts
and other subjects taught in the
school (e.g., observation skills in
visual arts and science, historical
and cultural perspectives in the
arts and social studies, shape in
visual art and math, dance and a
healthy lifestyle, fractions in
music notation and math,
composing music and writing)
AH-HS-IAA-S-5
Students will communicate
common meaning through
creating and performing in the
arts
Arts and Humanities – Trigg County High School 32
