LANGUAGE ARTS
Grades 9 & 10
3. Literary Response and Analysis
Students read and respond to historically or culturally significant works
of literature that reflect and enhance their studies of history and social
science. They conduct in-depth analyses of recurrent patterns and themes.
3.1 Articulate the relationship between the expressed purposes and the characteristics
of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic
monologue).
3.2 Compare and contrast the presentation of a similar theme or topic across
genres to explain how the selection of genre shapes the theme or topic.
Narrative Analysis of Grade-Level-Appropriate Text
3.3 Analyze interactions between main and subordinate characters in a literary
text (e.g., internal and external conflicts, motivations, relationships, influences)
and explain the way those interactions affect the plot.
3.4 Determine characters’ traits by what the characters say about themselves
in narration, dialogue, dramatic monologue, and soliloquy.
3.5 Compare works that express a universal theme and provide evidence to support
the ideas expressed in each work.
3.6 Analyze and trace an author’s development of time and sequence, including
the use of complex literary devices (e.g., foreshadowing, flashbacks).
3.7 Recognize and understand the significance of various literary devices,
including figura-tive language, imagery, allegory, and symbolism, and explain
their appeal.
3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions,
ironies, and incongruities in a text.
3.9 Explain how voice, persona, and the choice of a narrator affect characterization
and the tone, plot, and credibility of a text.
3.10 Identify and describe the function of dialogue, scene designs, soliloquies,
asides, and character foils in dramatic literature.
Literary Criticism
3.11 Evaluate the aesthetic qualities of style, including the impact of diction
and figurative language on tone, mood, and theme, using the terminology of
literary criticism. (Aesthetic approach)
3.12 Analyze the way in which a work of literature is related to the themes
and issues of its historical period. (Historical approach)
Grades 11 & 12
3.Literary Response and Analysis
Students read and respond to historically or culturally significant works
of literature that reflect and enhance their studies of history and social
science. They conduct in-depth analyses of recurrent themes.
Structural Features of Literature
3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory,
pastoral) that are used in poetry, prose, plays,novels, short stories, essays,
and other basic genres.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the way in which the theme or meaning of a selection represents
a view or comment on life, using textualevidence to support the claim.
3.3 Analyze the ways in which irony, tone, mood, the author’s style,
and the “sound” of language achieve specific
rhetorical or aesthetic purposes or both.
3.4 Analyze ways in which poets use imagery, personification, figures of speech,
and sounds to evoke readers’ emotions.
3.5 Analyze recognized works of American literature representing a variety
of genres and traditions:
a. Trace the development of American literature from the colonial period forward.
b. Contrast the major periods, themes, styles, and trends and describe how
works by members of different cultures relate to one another in each period.
c. Evaluate the philosophical, political, religious, ethical, and social influences
of the historical period that shaped the characters, plots, and settings.
3.6 Analyze the way in which authors through the centuries have used archetypes
drawn from myth and tradition in literature, film, political speeches, and
religious writings (e.g., how the archetypes of banishment from an ideal world
may be used to interpret Shakespeare’s tragedy Macbeth).
3.7 Analyze recognized works of world literature from a variety of authors:
a. Contrast the major literary forms, techniques, and characteristics of the
major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic,
modern).
b. Relate literary works and authors to the major themes and issues of their
eras.
c. Evaluate the philosophical, political, religious, ethical, and social influences
of the historical period that shaped the characters, plots, and settings.
Literary Criticism
3.8 Analyze the clarity and consistency of political assumptions in a selection
of literary works or essays on a topic (e.g., suffrage, women’s role
in organized labor). (Political approach)
3.9 Analyze the philosophical arguments presented in literary works to determine
whether the authors’ positions have contributed to the quality of each
work and the credibility of the characters. (Philosophical approach)
HISTORY AND
SOCIAL SCIENCE
Grade 10
10.2 Students compare and contrast the Glorious Revolution of England,
the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual
liberty.
1. Compare the major ideas of philosophers and their effects on the democratic
revolutions in England, the United States, France, and Latin America (e.g.,
John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón
Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689),
the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread
to other parts of the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop
from constitutional monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed
for a generation under the Congress of Vienna and Concert of Europe until
the Revolutions of 1848.
10.10 Students analyze instances of nation-building in the contemporary world
in at least two of the following regions or countries: the Middle East, Africa,
Mexico and other parts of Latin America, and China.
1.Understand the challenges in the regions, including their geopolitical,
cultural, military, and economic significance and the international relationships
in which they are involved.
2.Describe the recent history of the regions, including political divisions
and systems, key leaders, religious issues, natural features, resources, and
population patterns.
3.Discuss the important trends in the regions today and whether they appear
to serve the cause of individual freedom and democracy.
Grade 11
11.1 Students analyze the significant events in the founding of the nation
and its attempts to realize the philosophy of government described in the
Declaration of Independence.
1.Describe the Enlightenment and the rise of democratic ideas as the
context in which the nation was founded.
2.Analyze the ideological origins of the American Revolution, the Founding
Fathers’ philosophy of divinely bestowed unalienable natural rights,
the debates on the drafting and ratification of the Constitution, and the
addition of the Bill of Rights.
3.Understand the history of the Constitution after 1787 with emphasis on federal
versus state authority and growing democratization.
4.Examine the effects of the Civil War and Reconstruction and of the industrial
revolution,
including demographic shifts and the emergence in the late nineteenth century
of the United States as a world power.
11.3 Students analyze the role religion played in the founding of America,
its lasting moral, social, and political impacts, and issues regarding religious
liberty. 1. Describe the contributions of various religious groups to
American civic principles and social reform movements (e.g., civil and human
rights, individual responsibility and the work ethic, antimonarchy and self-rule,
worker protection, family-centered communities).
2. Analyze the great religious revivals and the leaders involved in them,
including the First Great Awakening, the Second Great Awakening, the Civil
War revivals, the Social Gospel Movement, the rise of Christian liberal theology
in the nineteenth century, the impact of the Second Vatican Council, and the
rise of Christian fundamentalism in current times.
3. Cite incidences of religious intolerance in the United States (e.g., persecution
of Mormons, anti-Catholic sentiment, anti-Semitism).
4. Discuss the expanding religious pluralism in the United States and California
that resulted from large-scale immigration in the twentieth century.
5. Describe the principles of religious liberty found in the Establishment
and Free Exercise clauses of the First Amendment, including the debate on
the issue of separation of church and state.
VAPA: Theatre
Grades Nine Through Twelve - Proficient
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language
and Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre.
They also observe formal and informal works of theatre, film/video, and electronic
media and respond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as acting values, style, genre,
design, and theme, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Document observations and perceptions of production elements, noting mood,
pacing, and use of space through class discussion and reflective writing.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and script
writing to create formal and informal theatre, film/videos, and electronic
media productions and to perform in them.
Development of Theatrical Skills
2.1 Make acting choices, using script analysis, character research, reflection,
and revision through the rehearsal process.
Creation/Invention in Theatre
2.2 Write dialogues and scenes, applying basic dramatic structure: exposition,
complication, conflict, crises, climax, and resolution.
2.3 Design, produce, or perform scenes or plays from a variety of theatrical
periods and styles, including Shakespearean and contemporary realism.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic
media in past and present cultures throughout the world, noting diversity
as it relates to theatre.
Role and Cultural Significance of Theatre
3.1 Identify and compare how film, theatre, television, and electronic media
productions influence values and behaviors.
3.2 Describe the ways in which playwrights reflect and influence their culture
in such works as Raisin in the Sun, Antigone, and the Mahabarata.
History of Theatre
3.3 Identify key figures, works, and trends in world theatrical history from
various cultures and time periods.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Critiquing Theatrical Experiences
Students critique and derive meaning from works of theatre, film/video, electronic
media, and theatrical artists on the basis of aesthetic qualities.
Critical Assessment of Theatre
4.1 Compare a traditional interpretation of a play with a nontraditional interpretation
and defend the merits of the different interpretations.
Derivation of Meaning from Works of Theatre
4.2 Report on how a specific actor used drama to convey meaning in his or
her performances.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic
Media to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in theatre, film/video, and electronic media
across subject areas. They develop competencies and creative skills in problem
solving, communication, and time management that contribute to lifelong learning
and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Describe how skills acquired in theatre may be applied to other content
areas and careers.
Careers and Career-Related Skills
5.2 Manage time, prioritize responsibilities, and meet completion deadlines
for a production as specified by group leaders, team members, or directors.
5.3 Demonstrate an understanding of the professional standards of the actor,
director, scriptwriter, and technical artist, such as the requirements for
union membership.
Grades Nine Through Twelve - Advanced
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language
and Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre.
They also observe formal and informal works of theatre, film/video, and electronic
media and respond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as genre, style, acting values,
theme, and design, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Research, analyze, or serve as the dramaturg for a play in collaboration
with the director, designer, or playwright.
1.3 Identify the use of metaphor, subtext, and symbolic elements in scripts
and theatrical productions.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and script
writing to create formal and informal theatre, film/videos, and electronic
media productions and to perform in them.
Development of Theatrical Skills
2.1 Make acting choices, using script analysis, character research, reflection,
and revision to create characters from classical, contemporary, realistic,
and nonrealistic dramatic texts.
Creation/Invention in Theatre
2.2 Improvise or write dialogues and scenes, applying basic dramatic structure
(exposition, complication, crises, climax, and resolution) and including complex
characters with unique dialogue that motivates the action.
2.3 Work collaboratively as designer, producer, or actor to meet directorial
goals in scenes and plays from a variety of contemporary and classical playwrights.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic
media in past and present cultures throughout the world, noting diversity
as it relates to theatre.
Role and Cultural Significance of Theatre
3.1 Research and perform monologues in various historical and cultural contexts,
using accurate and consistent physical mannerisms and dialect.
History of Theatre
3.2 Analyze the impact of traditional and nontraditional theatre, film, television,
and electronic media on society.
3.3 Perform, design, or direct theatre pieces in specific theatrical styles,
including classics by such playwrights as Sophocles, Shakespeare, Lope de
Vega, Aphra Behn, Moliere, and Chekhov.
3.4 Compare and contrast specific styles and forms of world theatre. For example,
differentiate between Elizabethan comedy and Restoration farce.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Critiquing Theatrical Experiences
Students critique and derive meaning from works of theatre, film/video, electronic
media, and theatrical artists on the basis of aesthetic qualities.
Critical Assessment of Theatre
4.1 Use complex evaluation criteria and terminology to compare and contrast
a variety of genres of dramatic literature.
4.2 Draw conclusions about the effectiveness of informal and formal productions,
films/videos, or electronic media on the basis of intent, structure, and quality
of the work.
Derivation of Meaning from Works of Theatre
4.2 Report on how a specific actor used drama to convey meaning in his or
her performances.
Derivation of Meaning from Works of Theatre
4.3 Develop a thesis based on research as to why people create theatre.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic
Media to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in theatre, film/video, and electronic media
across subject areas. They develop competencies and creative skills in problem
solving, communication, and time management that contribute to lifelong learning
and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Create projects in other school courses or places of employment, using
tools, techniques, and processes from the study and practice of theatre, film/
video, and electronic media.
Careers and Career-Related Skills
5.2 Demonstrate the ability to create rehearsal schedules, set deadlines,
organize priorities, and identify needs and resources when participating in
the production of a play or scene.
5.3 Communicate creative, design, and directorial choices to ensemble members,
using leadership skills, aesthetic judgment, or problem-solving skills.
5.4 Develop advanced or entry-level competencies for a career in an artistic
or technical field in the theatrical arts.
VAPA: MUSIC
Grades Nine Through Twelve-Proficient
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language
and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural
information, using the terminology of music.
Read and Notate Music
1.1 Read an instrumental or vocal score of up to four staves and explain how
the elements of music are used.
1.2 Transcribe simple songs when presented aurally into melodic and rhythmic
notation (level of difficulty: 1 on a scale of 1-6).
1.3 Sight-read music accurately and expressively (level of difficulty: 3 on
a scale of 1-6).
Listen to, Analyze, and Describe Music
1.4 Analyze and describe the use of musical elements and expressive devices
(e.g., articulation, dynamic markings) in aural examples in a varied repertoire
of music representing diverse genres, styles, and cultures.
1.5 Identify and explain a variety of compositional devices and techniques
used to provide unity, variety, tension, and release in aural examples.
1.6 Analyze the use of form in a varied repertoire of music representing diverse
genres, styles, and cultures.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied
repertoire of music. They compose and arrange music and improvise melodies,
variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Sing a repertoire of vocal literature representing various genres, styles,
and cultures with expression, technical accuracy, tone quality, vowel shape,
and articulation written and memorized, by oneself and in ensembles (level
of difficulty: 4 on a scale of 1-6).
2.2 Sing music written in three or four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part.
2.4 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
4 on a scale of 1-6).
2.5 Perform on an instrument in small ensembles, with one performer for each
part.
Compose, Arrange, and Improvise
2.6 Compose music, using musical elements for expressive effect.
2.7 Compose and arrange music for voices or various acoustic or digital/electronic
instruments, using appropriate ranges for traditional sources of sound.
2.8 Arrange pieces for voices and instruments other than those for which the
pieces were originally written.
2.9 Improvise harmonizing parts, using an appropriate style.
2.10 Improvise original melodies over given chord progressions.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout
the world, noting cultural diversity as it relates to music, musicians, and
composers.
Role of Music
3.1 Identify the sources of musical genres of the United States, trace the
evolution of those genres, and cite well-known musicians associated with them.
3.2 Explain the various roles that musicians perform, identify representative
individuals who have functioned in each role, and explain their activities
and achievements.
Diversity of Music
3.3 Describe the differences between styles in traditional folk genres within
the United States.
3.4 Perform music from various cultures and time periods.
3.5 Classify, by genre or style and historical period or culture, unfamiliar
but representative aural examples of music and explain the reasoning for the
classification.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the
performance of musicians according to the elements of music, aesthetic qualities,
and human responses.
Analyze and Critically Assess
4.1 Develop specific criteria for making informed critical evaluations of
the quality and effectiveness of performances, compositions, arrangements,
and improvisations and apply those criteria in personal participation in music.
4.2 Evaluate a performance, composition, arrangement, or improvisation by
comparing each with an exemplary model.
Derive Meaning
4.3 Explain how people in a particular culture use and respond to specific
musical works from that culture.
4.4 Describe the means used to create images or evoke feelings and emotions
in musical works from various cultures.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art
Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources that contribute to lifelong learning and career skills.
They also learn about careers in and related to music.
Connections and Applications
5.1 Explain how elements, artistic processes, and organizational principles
are used in similar and distinctive ways in the various arts.
5.2 Analyze the role and function of music in radio, television, and advertising.
Careers and Career-Related Skills
5.3 Research musical careers in radio, television, and advertising.
Grades Nine Through Twelve-Advanced
1.1 Read a full instrument or vocal score and describe how the elements of
music are used.
1.2 Transcribe simple songs into melodic and rhythmic notation when presented
aurally (level of difficulty: 2 on a scale of 1-6).
1.3 Sight-read music accurately and expressively (level of difficulty: 4 on
a scale of 1-6).
Listen to, Analyze, and Describe Music
1.4 Analyze and describe significant musical events perceived and remembered
in a given aural example.
1.5 Analyze and describe the use of musical elements in a given work that
makes it unique, interesting, and expressive.
1.6 Compare and contrast the use of form, both past and present, in a varied
repertoire of music from diverse genres, styles, and cultures.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied
repertoire of music. They compose and arrange music and improvise melodies,
variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Sing a repertoire of vocal literature representing various genres, styles,
and cultures with expression, technical accuracy, tone quality, vowel shape,
and articulation written and memorized, by oneself and in ensembles (level
of difficulty: 5 on a scale of 1-6).
2.2 Sing music written in four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part (level of difficulty:
5 on a scale of 1-6).
2.4 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy,
tone quality, and articulation, by oneself and in ensembles (level of difficulty:
5 on a scale of 1-6).
2.5 Perform in small instrumental ensembles with one performer for each part
(level of difficulty: 5 on a scale of 1-6).
Compose, Arrange, and Improvise
2.6 Compose music in distinct styles.
2.7 Compose and arrange music for various combinations of voice and acoustic
and digital/electronic instruments, using appropriate ranges and traditional
and nontraditional sound sources.
2.8 Create melodic and rhythmic improvisations in a style or genre within
a musical culture (e.g., gamelan, jazz, and mariachi).
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout
the world, noting cultural diversity as it relates to music, musicians, and
composers.
Role of Music
3.1 Analyze how the roles of musicians and composers have changed or remained
the same throughout history.
3.2 Identify uses of music elements in nontraditional art music (e.g., atonal,
twelve-tone, serial).
3.3 Compare and contrast the social function of a variety of music forms in
various cultures and time periods.
Diversity of Music
3.4 Perform music from a variety of cultures and historical periods.
3.5 Compare and contrast instruments from a variety of cultures and historical
periods.
3.6 Compare and contrast musical styles within various popular genres in North
America and South America.
3.7 Analyze the stylistic features of a given musical work that define its
aesthetic traditions and its historical or cultural context.
3.8 Compare and contrast musical genres or styles that show the influence
of two or more cultural traditions.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the
performance of musicians according to the elements of music, aesthetic qualities,
and human responses.
Analyze and Critically Assess
4.1 Compare and contrast how a composer's intentions result in a work of music
and how that music is used.
Derive Meaning
4.2 Analyze and explain how and why people in a particular culture use and
respond to specific musical works from their own culture.
4.3 Compare and contrast the musical means used to create images or evoke
feelings and emotions in works of music from various cultures.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art
Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources that contribute to lifelong learning and career skills.
They also learn about careers in and related to music.
Connections and Applications
5.1 Explain ways in which the principles and subject matter of music and various
disciplines outside the arts are interrelated.
5.2 Analyze the process for arranging, underscoring, and composing music for
film and video productions.
Careers and Career-Related Skills
5.3 Identify and explain the various factors involved in pursuing careers
in music.
VAPA: Dance
Grade Nine Through Twelve - Advanced
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language
and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate
movement skills, process sensory information, and describe movement, using
the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Demonstrate highly developed physical coordination and control when performing
complex locomotor and axial movement phrases from a variety of genres (e.g.,
refined body articulation, agility, balance, strength).
1.2 Perform in multiple dance genres, integrating an advanced level of technical
skill and clear intent.
1.3 Memorize and perform complicated works of dance at a level of professionalism
(i.e., a high level of refinement).
Comprehension and Analysis of Dance Elements
1.4 Apply a wide range of kinesthetic communication, demonstrating clarity
of intent and stylistic nuance.
Development of Dance Vocabulary
1.5 Select specific dance vocabulary to describe movement and dance elements
in great detail.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and
communicate meaning through the improvisation, composition, and performance
of dance.
Creation/Invention of Dance Movements
2.1 Create a diverse body of works of dance, each of which demonstrates originality,
unity, clarity of intent, and a dynamic range of movement.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Use dance structures, musical forms, theatrical elements, and technology
to create original works.
2.3 Notate dances, using a variety of systems (e.g., labanotation, motif writing,
personal systems).
Communication of Meaning in Dance
2.4 Perform a diverse range of works by various dance artists, maintaining
the integrity of the work while applying personal artistic expression.
Development of Partner and Group Skills
2.5 Collaborate with peers in the development of complex choreography in diverse
groupings (e.g., all male, all female, people standing with people sitting).
2.6 Teach to peers a variety of complex movement patterns and phrases.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present
cultures throughout the world, noting human diversity as it relates to dance
and dancers.
Development of Dance
3.1 Identify, analyze, and perform folk/traditional, social, and theatrical
dances with technically and appropriate stylistic nuances.
3.2 Analyze the role dancers and choreographers play in the interpretation
of dances in various historical and cultural settings.
History and Function of Dance
3.3 Compare and contrast universal themes and sociopolitical issues in a variety
of dances from different cultural contexts and time periods.
Diversity of Dance
3.4 Explain how dancers and choreographers reflect roles, work, and values
in selected cultures, countries, and historical periods.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance
of dancers, and original works according to the elements of dance and aesthetic
qualities.
Description, Analysis, and Criticism of Dance
4.1 Critique dance works to improve choreographic structure and artistic presence.
4.2 Use selected criteria to compare, contrast, and assess various dance forms
(e.g., concert jazz, street, liturgical).
4.3 Analyze evolving personal preferences about dance styles and choreographic
forms to identify change and development in personal choices.
Meaning and Impact of Dance
4.4 Research and assess how specific dance works change because of the impact
of historic and cultural influences on their interpretations (e.g., because
of the loss of lives in war, Fancy Dancing, once performed only by men, is
now also performed by women).
4.5 Evaluate how aesthetic principles apply to choreography designed for technological
media (e.g., film, video, TV, computer imaging).
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art
Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject areas.
They develop competencies and creative skills in problem solving, communication,
and management of time and resources that contribute to lifelong learning
and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Demonstrate effective knowledge and skills in using audiovisual equipment
and technology creating, recording, and producing dance.
5.2 Compare the study and practice of dance techniques to motion, time, and
physical principles from scientific disciplines (e.g., muscle and bone identification
and usage; awareness of matter, space, time, and energy/force).
Development of Life Skills and Career Competencies
5.3 Synthesize information from a variety of health-related resources to maintain
physical and emotional health.
5.4 Determine the appropriate training, experience, and education needed to
pursue a variety of dance and dance-related careers.
Revised September
2008
Please credit Lyric Opera San Diego when using these articles.