High School Fine Arts Wisconsin Standards

Connect: Students will relate prior knowledge and personal experience with music to cultural and historical context.

Respond: Students will critically interpret intent and meaning in order to evaluate artistic work.

Perform: Students will analyze, develop, and convey meaning through the presentation of artistic work.

Create: Students will generate, develop, and refine artistic work.

Performance Music

Connect: Students will relate prior knowledge and personal experience with music to cultural and historical context.

Respond: Students will critically interpret intent and meaning in order to evaluate artistic work.

Perform: Students will analyze, develop, and convey meaning through the presentation of artistic work.

Create: Students will generate, develop, and refine artistic work.

General Music

Compose pieces in a distinct style, using standard and/or alternative notation and technology, demonstrating creativity in the use of the elements of music for expressive effect.

Arrange short pieces using standard and/or alternative notation with symbols and/or technology means using specified guidelines to demonstrate creativity in the elements of music.

Design and develop musical compositions for voices or instruments.

Improvise rhythmic, melodic, and harmonic variations in a variety of genres while following a harmonic progression in a specified style of music.

Rehearse and demonstrate the ability to sing and/or play expressively, on pitch, in rhythm, and with proper technique and maintaining a steady beat.

Perform using expressive qualities and techniques with the composer's intent.

Discuss own ideas and feedback of others to develop and implement strategies to address technical challenges.

Illustrate how the setting, and elements of music, contribute to the context and expressive qualities of the music.

Interpret and perform music from aural traditions and through standard and alternative notation with stylistic accuracy.

Illustrate understanding of contrasts and similarities of expressive elements in artistic work through discussion and written reflections.

Express musical ideas through verbal, movement, written, artistic, or technological means.

Analyze, critique, and evaluate musical performances, recordings, and compositions using appropriate music terminology, theory, and technology.

Demonstrate proper concert/audience etiquette for a variety of musical settings.

Reflect upon and critique performances using grade-appropriate music vocabulary.

Interpret the historical and cultural relationships between music and other disciplines.

Explain the relationship between performer and audience using grade-appropriate music vocabulary.

Analyze connections, similarities, and differences in a musical context.

Identify how the influence of two or more cultural traditions impact the genre and style of a piece of music.

Design and develop musical compositions for voices or instruments.

Improvise rhythmic, melodic, and harmonic variations in a variety of genres while following a harmonic progression in a specified style of music.

Compose pieces in a distinct style, using standard and/or alternative notation and technology, demonstrating creativity in the use of the elements of music for expressive effect.

Arrange short pieces using standard and/or alternative notation with symbols and/or technology means using specified guidelines to demonstrate creativity in the elements of music.

Rehearse and demonstrate the ability to sing and/or play expressively, on pitch, in rhythm, and with proper technique and maintaining a steady beat.

Perform using expressive qualities and techniques with the composer's intent.

Discuss own ideas and feedback of others to develop and implement strategies to address technical challenges.

Illustrate how the setting and music elements contribute to the context and expressive qualities of the music.

Interpret and perform music from aural traditions and through standard and non-standard notation with stylistic accuracy.

Demonstrate well-developed ensemble skills while working collaboratively with other performers and the conductor in a rehearsal and performance.

Perform solos and in small ensembles, interacting with peers employing performance techniques which enhance the performance.

Demonstrate/model proper concert etiquette for a variety of musical settings as performer and as an audience member.

Illustrate understanding of contrasts and similarities of expressive elements in artistic work through discussion and written reflections.

Express musical ideas through verbal, movement, written, artistic, or technological means.

Analyze, critique, and evaluate musical performances, recordings, and compositions using appropriate music terminology, theory, and technology.

Demonstrate proper concert/audience etiquette for a variety of musical settings.

Reflect upon and critique performances using grade-appropriate music vocabulary.

Interpret the historical and cultural relationships between music and other disciplines.

Explain the relationship between performer and audience using grade-appropriate music vocabulary.

Analyze connections, similarities, and differences in a musical context.

Identify how the influence of two or more cultural traditions impact the genre and style of a piece of music.

CONNECT: Students will relate prior knowledge and personal experience with music to cultural and historical context.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

CREATE: Students will generate, develop, and refine artistic work.

Design and develop musical compositions for voices or instruments.

Improvise rhythmic, melodic, and harmonic variations in a variety of genres while following a harmonic progression in a specified style of music.

Compose pieces in a distinct style, using standard and/or alternative notation and technology, demonstrating creativity in the use of the elements of music for expressive effect.

Arrange short pieces using standard and/or alternative notation with symbols and/or technology means using specified guidelines to demonstrate creativity in the elements of music.

Rehearse and demonstrate the ability to sing and/or play expressively, on pitch, in rhythm, and with proper technique and

Perform using expressive qualities and techniques with the composer’s intent.

Discuss own ideas and feedback of others to develop and implement strategies to address technical challenges.

Illustrate how the setting and music elements contribute to the context and expressive qualities of the music.

Interpret and perform music from aural traditions and through standard and nonstandard notation with stylistic accuracy.

Demonstrate well-developed ensemble skills while working collaboratively with other performers and the conductor in a rehearsal and performance.

Perform solos and in small ensembles, interacting with peers employing performance techniques which enhance the performance.

Demonstrate/model proper concert etiquette for a variety of musical settings as performer and as an audience member.

Illustrate understanding of contrasts and similarities of expressive elements in artistic work through discussion and written reflections.

Express musical ideas through verbal, movement, written, artistic, or technological means.

Analyze, critique, and evaluate musical performances, recordings, and compositions using appropriate music terminology, theory, and technology.

Demonstrate proper concert/audience etiquette for a variety of musical settings.

Reflect upon and critique performances using grade- appropriate music vocabulary.

Interpret the historical and cultural relationships between music and other disciplines.

Explain the relationship between performer and audience using grade-appropriate music vocabulary.

Analyze connections, similarities, and differences in a musical context.

Identify how the influence of two or more cultural traditions impact the genre and style of a piece of music.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CREATE: Students will generate, develop, and refine artistic work.

CREATE: Students will generate, develop, and refine artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

Theatre Production

Research: Describe the “given circumstances,” environmental and situational conditions that influence a theatrical work.

Career Connections: Explore and differentiate theatre production professions.

Cross Disciplinary: Analyze historical and cultural relationships between theatre and other disciplines.

Cultural Social Context: Examine how theatre relates to self, others, and the world in the past and present.

Text/Script: Outline required major production elements based on a script.

Management Plan: Read a script or watch a live or recorded production and describe sequence of steps in the process required to execute that show.

Collaboration: Share leadership and responsibilities to plan a production.

Design: Create a selection of documents or artifacts depicting some design elements of a production.

Design: Execution Demonstrate a specific production role safely and within overall script/technical requirements.

Tools & Technology: Use Use common hand tools and technology safely and properly to create/or run a theatrical production element under direction of a teacher.

Design & Management Documentation: Organize artifacts and documents with personal commentary in a portfolio for a production assignment.

Public Presentation: Run one production element in a classroom or public performance.

Protocol: Exhibit developmentally appropriate stage etiquette for public performances; adhere to copyright laws, including rights, royalties, and recording.

Analysis: Express preferences for effectiveness of theatrical production elements (what works/what does not work).

Reflection: Assess personal participation in a production through critique using theatre vocabulary.

View Performance: Demonstrate developmentally appropriate audience etiquette.

Theatre Performance

Research: Describe the “given circumstances,” environmental and situational conditions that influence a theatrical work.

Career Connections: Explore and differentiate theatre professions.

Cross Disciplinary: Analyze historical and cultural relationships between theatre and other disciplines.

Cultural Social Context: Examine how theatre relates to self, others, and the world in the past and present.

Characterization: Interpret dialogue or a script using authentic actions.

Improvisation: Develop improvised plot with a predefined setting and characters.

Text/Script: Create a script or adapt an existing work for three or more characters based on a theme, image, or concept.

Direction: Formulate a vision that incorporates purposeful blocking and stage elements.

Collaboration: Share leadership and responsibilities to plan a production.

Oral Communication: Produce truthful, authentic vocal choices based on an interpretation of text.

Nonverbal Communication: Create a tableau depicting stories relating to emotional expression.

Spatial Awareness: Use a hand prop or set piece appropriate to the character with purposeful action within the stage environment.

Public Presentation: Recite a memorized text/script/scene in a performance.

Protocol: Exhibit developmentally appropriate stage etiquette for public performances; adhere to copyright laws, including rights, royalties, and recording.

Analysis: Express preferences for effectiveness of theatrical performance choices (what works/what does not work).

Reflection: Assess personal participation in a production through constructive critique using precise theatre vocabulary.

View Performance: Demonstrate developmentally appropriate audience etiquette.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CREATE: Students will generate, develop, and refine artistic work.

CREATE: Students will generate, develop, and refine artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

Theatre Production

Cultural Social Context: Compare and contrast how two or more cultural and/or historical traditions impact production, text, or script.

Research: Explain production choices based on the “given circumstances,” environmental and situational conditions of a theatrical work.

Career Connections: Explain what knowledge or training is required for theatre production careers, and how theatrical skills translate to other fields.

Cross Disciplinary: Evaluate the historical and cultural relationships between theatre and other disciplines and how it can impact society.

Design: Create a selection of documents and/or artifacts for three or more design elements for a production.

Text/Script: Devise required major production and management elements of a script that support a directorial concept.

Management Plan: Create a timeline for executing production elements for a hypothetical or realized show.

Collaboration: Collaborate as a creative team with specified roles to make artistic, interpretive choices in a devised or scripted work.

Design Execution: Execute a specific production role safely and within overall script/technical requirements for a school or public performance.

Tools & Technology: Use Operate machinery/tools and/or control boards safely and as directed under supervision of a teacher/professional technician to support production elements of a theatre work.

Design & Management: Documentation Assemble documents, renderings, and artifacts in a portfolio that includes design concept and working within the parameters of a production.

Public Presentation: Execute a production element in a classroom or public performance.

Protocol: Exhibit developmentally appropriate stage etiquette for public performances; adhere to copyright laws, including rights, royalties, and recording.

Analysis Critically analyze the effectiveness of design and technical elements for a theatrical production.

Reflection: Assess personal participation in a production through constructive critique using precise theatre vocabulary.

View Performance: Demonstrate developmentally appropriate audience etiquette at a professional performance.

Theatre Performance

Cultural Social Context: Compare and contrast how two or more cultural and/or historical traditions impact production, text, or script.

Research: Explain performance choices based on the “given circumstances,” environmental and situational conditions of a theatrical work.

Career Connections: Explain what knowledge or training is required for theatre careers, and how theatrical skills translate to other fields.

Cross Disciplinary: Evaluate the historical and cultural relationships between theatre and other disciplines and how it can impact society.

Characterization: Create vivid, complex and wellrounded characters that authentically represent the text with defined action.

Improvisation: Develop improvised concepts, including setting, characters, and situation.

Text/Script: Devise an original or adapt an existing work that incorporates dramatic structure.

Direction: Formulate a directorial vision for the text/script as evidenced by an artistic statement or program note.

Collaboration: Collaborate as a creative team with specified roles to make artistic, interpretive choices in a devised or scripted work.

Oral Communication: Create truthful, authentic vocal choices based on an internal, emotional interpretation of text.

Nonverbal Communication: Demonstrate a character's inner life by utilizing techniques of physical expression and movement to convey subtext.

Spatial Awareness: Demonstrate effective purposeful character action, interactions with others, and prop/set use within the stage environment.

Public Presentation: Perform memorized text/script/scene that includes blocking and related expressive techniques.

Protocol: Exhibit developmentally appropriate stage etiquette for public performances; adhere to copyright laws, including rights, royalties, and recording.

Analysis: Critically analyze the effectiveness of character choices for a theatrical production.

Reflection: Assess personal participation in a production through constructive critique using precise theatre vocabulary.

View Performance: Demonstrate developmentally appropriate audience etiquette at a professional performance.