New York State Arts Standard 2

demonstrate knowledge of dance resources in video, photography, print, and live performance
understand the concept of live performance and appropriate conduct
demonstrate a knowledge of dance-related careers (e.g., dancer, choreographer, composer, lighting designer, historian, teacher).

demonstrate knowledge of sources for understanding dance technologies: live, print, video, computer, etc.
demonstrate knowledge of how human structure and function affect movement in parts of dances and dances that they know or have choreographed
demonstrate knowledge of audience/performer responsibilities and relationships in dance
demonstrate knowledge of differences in performance venue and the events presented in each.

use dance technologies without significant supervision
are familiar with techniques of research about dance
know about regional performance venues which present dance and how to purchase tickets and access information about events
know about educational requirements of dance-related careers
identify major muscles and bones and how they function in dance movement.

In addition to the General Education performance indicators, students:

use technologies to research, create, perform, or communicate about dance
understand the roles of dancers, audience, and creators in a variety of dance forms and contexts
participate in, or observe, dance events outside of school
know about educational requirements of dance-related careers and how to prepare for possible entrance into those fields
know about good nutrition, injury prevention, and how to care for the body.

Music

Key Idea 1

Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

Performance Indicators (Benchmarks)

use classroom and nontraditional instruments in performing and creating music
construct instruments out of material not commonly used for musical instruments
use current technology to manipulate sound
identify the various settings in which they hear music and the various resources that are used to produce music during a typical week; explain why the particular type of music was used
demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school
discuss ways that music is used by various members of the community.

use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces
use school and community resources to develop information on music and musicians
use current technology to create, produce and record/playback music
identify a community-based musical interest or role and explain the skills, knowledge, and resources necessary to pursue the interest or adopt the role
demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures
investigate some career options related to their musical interests.

use traditional, electronic, and nontraditional media for composing, arranging, and performing music
describe and compare the various services provided by community organizations that promote music performance and listening
use print and electronic media, including recordings, in school and community libraries to gather and report information on music and musicians
identify and discuss the contributions of local experts in various aspects of music performance, production, and scholarship
participate as a discriminating member of an audience when listening to performances from a variety of genres, forms, and styles
understand a broad range of career opportunities in the field of music, including those involved with funding, producing, and marketing musical events.

In addition to the General Education performance indicators, students:

develop a classified and annotated directory of nearby music-related establishments such as instrument and music retailers, instrument makers and repair persons, recording studios, union representatives, etc.
identify ways that they have contributed to the support of the musical groups of which they are members
explain opportunities available to them for further musical growth and professional development in higher education and community institutions.

Theatre

Key Idea 1

Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

Performance Indicators (Benchmarks)

visit theaters, theatre-related facilities, and/or touring companies to observe aspects of theatrical production
use the library/media center of their school or community to find story dramatization material or other theatre-related materials and to view videotapes of performances
attend theatrical performances in their school and demonstrate appropriate audience behavior
speak with theatre professionals about how they prepare for and perform their jobs.

visit theatre technology facilities, including the local high school facility, and interact with professionals and theatre students to learn about theatre technology (e.g., lighting, staging, sound, etc.)
use the school or community library/media centers and other resources to develop information on various theatre-related topics
know about local theatrical institutions, attend performances in school and in the community, and demonstrate appropriate audience behavior
discuss vocations/avocations with theatre professionals and identify the skills and preparation necessary for theatre vocations/avocations.

use theatre technology skills and facilities in creating a theatrical experience
use school and community resources, including library/media centers, museums and theatre professionals, as part of the artistic process leading to production
visit local theatrical institutions and attend theatrical performances in their school and community as an individual and part of a group
understand a broad range of vocations/avocations in performing, producing, and promoting theatre.

In addition to the General Education performance indicators, students:

identify current technologies, published scripted material, and print and electronic resources available for theatrical productions
identify college and/or community opportunities in theatre after graduation and the requirements for application or participation
cooperate in an ensemble as performers, designers, technicians, and managers to create a theatrical production
design an individualized study program (i.e., internship, mentorship, research project) in a chosen theatre, film, or video vocation/avocation and share the information with the class.

Visual Arts

Key Idea 1

Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Performance Indicators (Benchmarks)

understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for their purposes and intent
develop skills with electronic media as a means of expressing visual ideas
know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art
give examples of adults who make their livings in the arts professions.

develop skills with a variety of art materials and competence in at least one medium
use the computer and other electronic media as designing tools and to communicate visual ideas
take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art
understand the variety of careers related to the visual arts and the skills necessary to pursue some of them.

select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums
use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation
interact with professional artists and participate in school- and community-sponsored programs by art organizations and cultural institutions
understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art.