· Solving increasingly complex movement challenges involving

· Using movement to express complex ideas (including abstract)

· Using dance elements reflecting various musical rhythms,

· Improvising new movements and manipulating learned

· Producing a multiple part sequence of nonlocomotor and

· Demonstrating memorization and accurate reproduction

· Demonstrating consistency and reliability in the qualities/

· Recognizing and demonstrating qualities/dynamics of

· Moderating projection based on piece and audience.

· Reflecting the mood and style of the dance piece.

· Identifying or demonstrating dance concepts of space,

· Structured improvising.

· Demonstrating moving to a variety of rhythms.

· Applying space concepts.

· Identifying and demonstrating dance movements (e.g.,

· Identifying theme and dance form (e.g., narrative, canon,

· Improvising using various techniques for developing musical

· Composing and arranging using a variety of traditional,

· Singing solos and two and three part literature with a more

· Playing a musical instrument with a more varied repertoire

· Responding to the cues of the conductor (e.g., steady beat,

· Describing aural examples of music using appropriate

· Reading and notating music at the level of difficulty of 2

· Demonstrating development of character using physical

· Designing or identifying designs that support and/or enhance

· Developing a character using non-verbal techniques (e.g.

· Presenting a rehearsed or scene.

· Adjusting voice tone/level and timing before an audience.

· Communicating with parents, being prepared, and ontime.

· Appropriate, safe use of hand tools (e.g., cordless drill,

· Presenting necessary study guide material for your audience.

· Identifying use of line, space, color and texture in production

· Describing stage architecture (i.e., proscenium, thrust,

· Identifying motivation and conflict.

· Describing what is involved in arts management, marketing,

· Explaining the roles of production staff.

· Recognizing and label acting styles, genre, sensory language,

· Using personal observation to refine the visual representation

· Selecting art tools and materials for specific purposes.

· Making compositional decisions guided by specific principles,

· Selecting a piece of their own art work for a public exhibition

· Demonstrating individual point of view to create meaning

· Describing and integrating elements and principles of

· Describing and making use of formal and expressive qualities

of different media, processes and techniques with

· Identifying and describing different motivations and purposes

· Explaining qualities (elements, principles of design, expression)

· Relating varied interpretations of works of art using some

· Comparing/ contrasting works of art, which may include a

· Making affirming statements with specific evidence (e.g.,

· Asking questions about your own work (e.g., How did the

· Asking questions of the artist(s) (e.g., Why were the violins

· Suggesting changes (e.g., The drummers might try playing

· Discerning and responding to those suggestions that are

· Developing and applying specific criteria, individually or

· Demonstrating ways in which the basic principles and

· Communicating ideas, concepts, feelings from other disciplines

· Modeling skills of different arts careers through classroom

· Identifying career pathways in the arts and the skills

· Demonstrating an understanding of how the arts contribute

· Creating or performing art from different cultures, identifying

· Identifying significant artists and their works from various

· Researching and describing how the arts reflect cultural

· Identifying challenges inherent in the work (e.g., My print

· Generating a variety of strategies/techniques to address

· Considering and trying out these diverse solutions, and

· Demonstrating commitment and a sense of purpose (e.g.,

· Demonstrating understanding of health and safety issues

· Developing rigorous criteria and setting goals for themselves

· Using a variety of learning strategies (e.g., different practice

· Cooperating in an ensemble, group, or partnership to

· Responding constructively as members of an audience/