NAC389.443. The arts: Instruction in sixth through eighth grades.

Each pupil who elects to take a class in the arts in the sixth, seventh or eighth grade must know and be able to do everything required in the previous grades for the elected course of study that is offered in the public elementary schools. Instruction in the arts in the sixth, seventh or eighth grade must be designed so that pupils meet the following standards of performance by the completion of the eighth grade:

     1. For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to sing:

          (1) With expression, technical accuracy, good breath control and correct intonation, articulation and rhythm throughout the singing ranges of the pupil while singing alone and with others;

          (2) In small and large ensembles while following a conductor; and

          (3) A repertoire in two and three parts, with and without accompaniment, maintaining the pupil’s own part.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to play:

          (1) With expression, technical accuracy and appropriate ensemble skills on at least one instrument and with a varied repertoire with a level of musical difficulty of 2 in small and large ensembles while following a conductor;

          (2) A mixed-meter repertoire, making a smooth transition from one meter to another; and

          (3) Diverse genres with stylistic accuracy and appropriate expression.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise:

          (1) Simple musical phrases in a given key;

          (2) Simple harmonies in a given key; and

          (3) Melodic and rhythmic embellishments on given pentatonic melodies.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Compose short pieces of music in groups using the elements of music; and

          (2) Arrange simple pieces of music for voices or instruments.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Read whole, half, quarter, eighth, sixteenth and dotted notes and rests in various meters through speaking or body percussion in two or three parts;

          (2) Read simple melodies in clefs that are appropriate for the pupil;

          (3) Apply standard symbols of music within the context of the repertoire with a level of musical difficulty of 2;

          (4) Sight-read music with technical accuracy and expression and with a level of musical difficulty of 1; and

          (5) Use standard notation to record simple musical ideas.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Apply knowledge of rhythm, melody and musical forms to aural examples using musical terminology that is appropriate; and

          (2) Describe the uses of the elements of music in aural examples representing diverse genres and cultures.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Develop musical criteria for evaluating the quality and effectiveness of performances and compositions; and

          (2) Evaluate the quality of the pupil’s own performance and composition and the performances and compositions of others and offer justification for his or her evaluation.

     (h) Demonstrate relationships between music, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to compare:

          (1) Similar themes found in music and other art forms; and

          (2) Concepts common to music and other disciplines outside the arts.

     (i) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to discuss:

          (1) Distinguishing characteristics of styles of music from various historical periods and cultures; and

          (2) The roles of musicians and the conditions under which they perform in several cultures of the world and in various historical periods.

     2. For the area of theater:

     (a) Understand the components of theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Create an original script that is properly formatted, incorporating a cast of characters, prop list, costume list, simple stage directions and technical needs;

          (2) Use vocabulary that is appropriate for stage directing to direct actors or to be directed on stage;

          (3) Explain the roles and responsibilities of the various personnel involved in a stage production;

          (4) Explain the intention of the playwright in a play;

          (5) Design and create a program and one of the following promotional materials for production:

               (I) Posters;

               (II) Flyers;

               (III) Tickets; or

               (IV) Public service announcements;

          (6) Work in a group and in a safe manner to design and construct a unit set for a production;

          (7) Design and assemble all the props, costumes and makeup for characters with attention to age, culture and overall interpretation of a production;

          (8) Describe simple sound and lighting effects for any dramatized event; and

          (9) Implement specific sound effects and suggested lighting conditions for a dramatized event.

     (b) Understand and demonstrate the role of the actor in the theater as demonstrated by the ability of the pupil to:

          (1) Examine the text to determine logically the actions and intentions of a character;

          (2) Use basic acting skills, including, without limitation, focus, concentration, breathing and vocal techniques, memory and sensory recall, and physical movement; and

          (3) Portray characters that are believable to an audience in informal productions.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Write a review of a dramatized production that addresses two or more of the elements of theater;

          (2) Present through any artistic media a clear representation of the emotional impact on an audience of the visual, aural or kinesthetic elements of a performance; and

          (3) In most instances, differentiate between farce, satire, high and low comedy, and epic tragedy.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to:

          (1) Cite two examples from theater that give historical and cultural information; and

          (2) Give reasons for conflicts among characters.

     (e) Make connections between theater and other academic disciplines as demonstrated by the ability of the pupil to:

          (1) Find common components used in at least two works from two of the three areas of the arts and explain how they relate to one another;

          (2) Identify and explain the roots of theater in western civilization; and

          (3) Describe how three scientific advances have improved dramatic events.

     3. For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to:

          (1) Compare and contrast the use of media, techniques and processes in works of visual art;

          (2) Give purposeful responses to the use of media, technique and processes; and

          (3) Communicate ideas and experiences through the works of visual art of the pupil using media, techniques and processes.

     (b) Use knowledge of characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Define and evaluate the effects of visual characteristics in works of visual art;

          (2) Define and evaluate the effects of purposes in works of visual art;

          (3) Discuss the effectiveness of visual characteristics, purposes and functions in works of visual art; and

          (4) Use various visual characteristics to communicate original ideas in the works of visual art of the pupil.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas as demonstrated by the ability of the pupil to:

          (1) Discuss the visual, spatial, temporal and formal aspects of a work of visual art as it relates to history and culture;

          (2) Plan and create an original work of visual art that uses subject matter, symbols and ideas which demonstrate knowledge of culture; and

          (3) Discuss in groups whether subject matter, symbols and ideas successfully convey an intended result to the audience.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Discover and organize visual characteristics of selected works of visual art with regard to history and culture;

          (2) Describe and discuss the purposes and meanings of works of visual art from various cultures, times and places; and

          (3) Create a work of visual art based on cultural research that shows how time and place influence visual characteristics of the work.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and the works of others as demonstrated by the ability of the pupil to:

          (1) Explain works of visual art based on themes, styles, purposes and subject matter;

          (2) Compare and contrast the degrees of merit in works of visual art;

          (3) Analyze and generate new interpretations of works of visual art; and

          (4) Develop and explain, with guidance from the teacher, an aesthetic position and use it to critique a work of visual art.

     (f) Demonstrate relationships between the visual arts, the other arts and disciplines outside the arts as demonstrated by the ability of the pupil to:

          (1) Explain how the principles of the visual arts are similar to principles of other disciplines;

          (2) Discover and explain the relationships between the visual arts and other arts in terms of principles and subject matter; and

          (3) Create a work of visual art that reflects principles common to the arts and multiple disciplines.

     4. As used in this section:

     (a) “High comedy” means farce and satirical forms of comedy.

     (b) “Low comedy” means burlesque and slapstick forms of comedy.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)