New York State Arts Standard 4

identify basic dance movements that are typical of the major world cultures
explain the settings and circumstances in which dance is found in their lives and those of others, both past and present

identify the major dance forms of specific world cultures past and present
identify some of the major dance artists from diverse cultures
show how specific dance forms are related to the culture from which they come

explain the interaction of performer and audience in dance as a shared cultural event
identify the cultural elements in a variety of dances drawn from the folk and classical repertories
recognize specific contributions of dance and dancers to their own lives and to people in other times and places

In addition to the General Education performance indicators, students:

demonstrate an understanding of dance as a shared cultural event when giving presentations (dance, lecture, video, written report)
demonstrate a knowledge of cultural elements in dance presentations of folk and classical repertories
prepare formal presentations that use materials about dance and dancers of other times and places

Music

Key Idea 1

Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture.

Performance Indicators (Benchmarks)

identify when listening, and perform from memory, a basic repertoire of folk songs/dances and composed songs from the basic cultures that represent the peoples of the world
identify the titles and composers of well-known examples of classical concert music and blues/jazz selections
identify the primary cultural, geographical, and historical settings for the music they listen to and perform

identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world
identify from a performance or recording the titles and composers of well-known examples of classical concert music and blues/jazz selections
discuss the current and past cultural, social, and political uses for the music they listen to and perform
in performing ensembles, read and perform repertoire in a culturally authentic manner

identify from performances or recordings the cultural contexts of a further varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world
identify from performances or recordings the titles and composers and discuss the cultural contexts of well-known examples of classical concert music and blues/jazz selections
relate well-known musical examples from the 17th century onward with the dominant social and historical events

In addition to the General Education performance indicators, students:

analyze music from various cultures on the basis of its functions, giving examples and describing uses to which music is put in those cultures
in performing ensembles, read and perform repertoire in a culturally authentic manner and use culture based criteria for assessing performances, their own and others’

Theater

Key Idea 1

Students will gain knowledge about past and pre-sent cultures as expressed through theatre. They will interpret how theatre reflects the beliefs, issues, and events of societies past and present.

dramatize stories and folk tales from various cultures
engage in drama/theatre activities including music, dance, and games which reflect other cultures and ethnic groups
discuss how classroom theatre activities relate to their lives

improvise scenes based on information about various cultures
create intercultural celebrations using props, settings, and costumes
explain how drama/theatre experiences relate to them-selves and others

read and view a variety of plays from different cultures
using the basic elements of theatre (e.g., speech, gesture, costume, etc.), explain how different theatrical productions represent the cultures from which they come
articulate the societal beliefs, issues and events of specific theatrical productions

In addition to the General Education performance indicators, students:

conduct an in-depth investigation of the works of a given culture or playwright
create a multicultural theatre festival of excerpts from plays representing various cultures

Visual Arts

Key Idea 1

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Performance Indicators (Benchmarks)

look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures
look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics
create art works that show the influence of a particular culture

demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures
demonstrate the ways in which some particular art works and artifacts reflect important aspects of the diverse cultures of the United States
create art works that reflect a particular historical period of a culture

analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey
examine works of art and artifacts from United States cultures and place them within a cultural and historical context
create art works that reflect a variety of cultural influences