NAC389.541. The arts.

Pupils in the 9th, 10th, 11th or 12th grade who elect to take a class in the arts must know and be able to do everything required in the previous grades of public school for the elected course of study in the arts. Instruction in the arts in the 9th, 10th, 11th or 12th grades must be designed so that pupils meet the following standards of performance by the completion of the 12th 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:

          (1) Sing his or her repertoire in small and large ensembles using expression, technical accuracy, good breath control, intonation, diction and articulation, and tone and timbre quality while maintaining his or her part; and

          (2) Sing in four parts with and without accompaniment.

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

          (1) Perform a large and varied repertoire with expression, technical accuracy and appropriate ensemble skills, with a level of musical difficulty of 4 and in small and large ensembles while following a conductor; and

          (2) Perform contrapuntal music with accuracy of rhythm and melody and with appropriate balance.

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

          (1) Melodies over a simple chord progression;

          (2) Harmonies that are appropriate for the pupil; and

          (3) Variations of melody and rhythm on pentatonic melodies and melodies in major keys that are provided by the teacher.

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

          (1) Compose music in more than two distinct styles incorporating the elements of music; and

          (2) Arrange a piece of music for voices or instruments incorporating correct transposition and appropriate vocal and instrumental ranges.

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

          (1) Read complex rhythms in all meters within the context of the repertoire with a level of musical difficulty of 4;

          (2) Read complex melodies within the context of the repertoire with a level of musical difficulty of 4;

          (3) Apply all standard musical symbols within the context of the repertoire with a level of musical difficulty of 4;

          (4) Sight-read music with technical accuracy and with a level of musical difficulty of 3; and

          (5) Use nonstandard notation symbols.

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

          (1) Apply knowledge of the technical vocabulary of the elements of music in analyzing aural examples; and

          (2) Analyze examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of the elements of music and expression.

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

          (1) Develop specific musical criteria for making informed critical evaluations of the quality and effectiveness of performances and compositions;

          (2) Evaluate the pupil’s personal participation in musical performances and compositions applying specific criteria for music and justify his or her opinion; and

          (3) Evaluate performances or compositions by comparing them to similar or exemplary models and justify his or her opinion by describing several of the most distinguishing features of each performance or composition using appropriate terminology relating to music.

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

          (1) Compare similar themes found in music and other art forms and analyze how themes are expressed in each; and

          (2) Analyze concepts that are common to music and other disciplines outside the arts.

     (i) Demonstrate knowledge of the historical periods and cultural diversity of music, including, the ability to:

          (1) Classify musical examples by style, historical periods and cultures; and

          (2) Discuss the achievements of musicians from various historical periods and cultures.

     2. For the area of theater:

     (a) Understand the components of theatrical production, including scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Use historical or cultural research to write a script which is well-structured and properly formatted and which is appropriate for stage, television, film or electronic media;

          (2) Create a theatrical performance that includes, without limitation, auditions, casting characters, directing scenes and organizing and facilitating production meetings;

          (3) Explain the varied responsibilities of technical personnel involved in theater, film, television or electronic media;

          (4) Develop a unified production concept for informal theater, film, television or electronic media;

          (5) Design and create for a theatrical, film, television or electronic media production a program, poster and one of the following:

               (I) Tickets;

               (II) Flyers;

               (III) Print Ads;

               (IV) Print media; or

               (V) Television or radio public service announcements;

          (6) Design or construct with other group members a variety of devices that are used for scenery in an informal production for theater, film, television or electronic media;

          (7) Explain the pupil’s choice of costumes, props and makeup as they relate to the interpretation of an informal production for theater, film, television or electronic media;

          (8) Describe different light and sound equipment and techniques in theater, film, television and electronic media and demonstrate a practical application of such equipment and techniques in one area; and

          (9) Create or implement a functional light or sound plot for an informal production for theater, film, television or electronic media.

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

          (1) Explain and practice various classical and contemporary techniques and methods of acting;

          (2) Interpret and explain the physical, emotional and social dimensions of characters found in a variety of text; and

          (3) Portray characters within an ensemble for theater, film, television and electronic media in an informal production.

     (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) Generate and justify personal aesthetic criteria and use that criteria to critique the effectiveness of the visual, aural and kinesthetic elements of a performance; and

          (2) Compare and contrast one of the following in various media:

               (I) Classical and contemporary dramas; or

               (II) Classical and contemporary comedies.

     (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) Show similarities and differences in the way themes and archetypes are portrayed in dramatized events in another culture and historical period; and

          (2) Evaluate the ways that characters in dramatized events resolve conflict and cite some alternative means for resolving such conflict.

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

          (1) Compare and contrast the ways that themes, stories or motifs are interpreted in works from the three different areas of the arts;

          (2) Identify and explain three significant events in the development of dramatic forum, production practices and theatrical traditions across cultures and historical periods; and

          (3) Describe and assess three different ways technology enhances theater, film, television and electronic media.

     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) Explain why he or she chose a particular medium, technique and process in his or her works of visual art;

          (2) Revise the pupil’s works of visual art based on criteria established by the teacher; and

          (3) Create works of visual art that reveal control over a variety of media, tools, 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) Explain in a logical manner an interpretation of visual characteristics of works of visual art;

          (2) Explain in a logical manner an interpretation of the purposes of works of visual art;

          (3) Analyze at a basic level the effectiveness of, and relationships among, visual characteristics, purposes and functions in works of visual art; and

          (4) Demonstrate control of visual characteristics of visual art to convey ideas in a series of the pupil’s works of visual art.

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

          (1) Evaluate and summarize the origins of subject matter, symbols and ideas in works of visual art;

          (2) Plan and create an original work of visual art using subject matter, symbols and ideas to communicate an intended meaning; and

          (3) Justify the subject matter, symbols and ideas used in works of visual art.

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

          (1) Interpret works of visual art of various cultures and eras while differentiating among relationships of form, context and purposes in such works;

          (2) Analyze at a basic level similarities in works of visual art from various times and cultures while interpreting the meanings of such works; and

          (3) Analyze at a basic level relationships between works of visual art of the pupil and influences on such works from the history, aesthetics and culture of the pupil.

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

          (1) Evaluate his or her works of visual art and the works of visual art of others based on themes, styles, purposes and subject matter;

          (2) With guidance from the teacher, create criteria and use such criteria to assess merits of a work of visual art;

          (3) Study and evaluate a variety of techniques for communicating meanings, ideas, attitudes, views and intentions through works of visual art; and

          (4) Develop a personal aesthetic position and explain its level of success when applied to 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) Demonstrate how ideas, issues and themes of a particular period are used in the visual arts and other disciplines;

          (2) Compare the use of materials, techniques, media and processes of the visual arts with those of other art disciplines; and

          (3) Create works of visual art that reflect the research of multiple disciplines.

     4. As used in this section:

     (a) “Aesthetic criteria” means criteria developed by a pupil about the visual, aural and oral aspects of a performance that are derived from cultural and emotional values and cognitive meaning.

     (b) “Aesthetics” means the philosophical study of the visual arts, focusing on broad questions on the nature of art in general rather than the study of specific works of art.

     (c) “Unified production concept” means a brief statement, metaphor or expression of the essential meaning of a play that orders and patterns all the parts of the play.

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