Common Planner
K–12 Standards

General Music: Grades K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Other South Carolina Visual and Performing Arts sets

Creating

  • 1

    I can arrange and compose music.

    1. 1.

      I can imitate a musical statement by sight and sound.GM.CR.NL.1

      1. 1.

        I can match sound and pattern.GM.CR.NL.1.1

      2. 2.

        I can imitate a given music rhythm or sound using symbols.GM.CR.NL.1.2

    2. 1.

      I can answer a musical question.GM.CR.NM.1

      1. 1.

        I can identify simple forms.GM.CR.NM.1.1

      2. 2.

        I can identify same and different patterns.GM.CR.NM.1.2

    3. 1.

      I can arrange a musical idea.GM.CR.NH.1

      1. 1.

        I can use rhythm patterns, songs or words to create a musical idea.GM.CR.NH.1.1

      2. 2.

        I can create a musical idea given specific instructions.GM.CR.NH.1.2

    4. 1.

      I can combine musical ideas to create phrases for voice, instruments, or body movement.GM.CR.IL.1

      1. 1.

        I can explain the use of ostinato to arrange a melodic idea.GM.CR.IL.1.1

      2. 2.

        I can construct arrange-ments of simple pieces for voices or instruments.GM.CR.IL.1.2

    5. 1.

      I can compose a rhythmic and melodic phrase.GM.CR.IM.1

      1. 1.

        I can organize rhythmic and melodic patterns into a musical phrase.GM.CR.IM.1.1

      2. 2.

        I can create a melodic phrase over a given rhythmic idea.GM.CR.IM.1.2

    6. 1.

      I can add harmony to compose or arrange phrases for a given mood.GM.CR.IH.1

      1. 1.

        I can identify key signatures in melodic phrases.GM.CR.IH.1.1

      2. 2.

        I can construct a rhythmic, melodic and harmonic idea for a given mood.GM.CR.IH.1.2

    7. 1.

      I can arrange, compose, and explain intent using melody, rhythm, and harmony.GM.CR.AL.1

      1. 1.

        I can use the circle of fifths to explain transposition of a written musical work.GM.CR.AL.1.1

      2. 2.

        I can use and explain compositional techniques to compose works in a music form.GM.CR.AL.1.2

    8. 1.

      I can collaborate with others to compose or arrange a variety of musical styles.GM.CR.AM.1

      1. 1.

        I can revise a composition based on the feedback from others to improve composed works.GM.CR.AM.1.1

      2. 2.

        I can work with others to compose an original composition.GM.CR.AM.1.2

    9. 1.

      I can compose music within expanded forms.GM.CR.AH.1

      1. 1.

        I can create an original composition independent-ly.GM.CR.AH.1.1

      2. 2.

        can create a new arrangement from a given composition.GM.CR.AH.1.2

  • 2

    I can improvise music.

    1. 2.

      I can imitate simple rhythm patterns within a given meter.GM.CR.NL.2

      1. 1.

        I can identify same and different rhythms patterns.GM.CR.NL.2.1

      2. 2.

        I can echo simple rhythm patterns.GM.CR.NL.2.2

    2. 2.

      I can imitate simple tonal patterns within a given key and tonality.GM.CRNM.2

      1. 1.

        I can identify same and different melodic patterns.GM.CR.NM.2.1

      2. 2.

        I can echo simple tonal patterns.GM.CR.NM.2.2

    3. 2.

      I can improvise responses to given rhythmic patterns.GM.CRNH.2

      1. 1.

        I can improvise simple ostinati patterns within a given meterGM.CR.NH.2.1

      2. 2.

        I can improvise rhythm patterns, songs or chants to create a musical idea.GM.CR.NH.2.2

    4. 2.

      I can improvise short melodic question and answer patterns.GM.CR.IL.2

      1. 1.

        I can improvise simple tonal patterns within a given key.GM.CR.IL.2.1

      2. 2.

        I can improvise rhythmic and melodic patterns to create a musical phrase.GM.CR.IL.2.2

    5. 2.

      I can improvise a rhythm pattern to embellish a given a harmonic phrase.GM.CR.IM.2

      1. 1.

        I can embellish a bass line with improvised rhythm from an instrument or music software.GM.CR.IM.2.1

      2. 2.

        I can sing on a neutral syllable an improvised rhythm.GM.CR.IM.2.2

    6. 2.

      I can improvise a simple melodic phrase given a harmonic phrase.GM.CR.IH.2

      1. 1.

        I can identify chord changes.GM.CR.IH.2.1

      2. 2.

        I can embellish a given melodic phrase that corresponds with simple chord changes.GM.CR.IH.2.2

    7. 2.

      I can perform a brief improvisation given a chord progression and meter.GM.CR.AL.2

      1. 1.

        I can improvise harmonizing parts.GM.CR.AL.2.1

      2. 2.

        I can improvise short melodies using accurate and consistent style, meter, and tonality.GM.CR.AL.2.2

    8. 2.

      I can perform an improvisation given a motive, chord progression, and meter.GM.CRAM.2

      1. 1.

        I can perform an improvisation on a given motive.GM.CR.AM.2.1

      2. 2.

        I can improvise extended passages using consistent style, meter, and tonality.GM.CR.AM.2.2

    9. 2.

      I can perform and refine an extended spontaneous improvisa-tion independentlyGM.CR.AH.2

      1. 1.

        I can improvise responding to aural cues.GM.CR.AH.2.1

      2. 2.

        I can demonstrate and refine musicality during improvisational solos.GM.CR.AH.2.2

Performing

  • 3

    I can sing alone and with others.

    1. 3.

      I can use my voice in many ways.GM.PNL.3

      1. 1.

        I can sing songs in my range.GM.P.NL.3.1

      2. 2.

        I can use my voice to imitate other sounds.GM.P.NL.3.2

      3. 2.

        I can play pitched and unpitched instruments.GM.P.NL.4.2

      4. 3.

        I can follow the teacher when I use classroom instruments.GM.P.NL.4.3

    2. 3.

      I can use my singing voice.GM.P.NM.3

      1. 1.

        I can match pitch when I sing.GM.P.NM.3.1

      2. 2.

        I can sing with my head voice and chest voice.GM.P.NM.3.2

      3. 2.

        I can play melodic patterns using steps and skips.GM.P.NM.4.2

      4. 3.

        I can ask and answer musical questions using instruments.GM.P.NM.4.3

    3. 3.

      I can sing, chant, and move to demonstrate a steady beat.GM.P.NH.3

      1. 1.

        I can sing or move using a steady beat.GM.P.NH.3.1

      2. 2.

        I can use good posture and breath support when I sing.GM.P.NH.3.2

      3. 2.

        I can play pentatonic scales on instruments.GM.P.NH.4.2

    4. 3.

      I can sing a variety of simple part songs.GM.P.IL.3

      1. 1.

        I can sing 2-part songs.GM.P.IL.3.1

      2. 2.

        I can sing with appropriate diction and articulation.GM.P.IL.3.2

    5. 3.

      I can sing with expression and technical accuracy.GM.P.IM.3

      1. 1.

        I can sing with proper intonation alone and in different ensembles.GM.P.IM.3.1

      2. 2.

        I can apply dynamics and expression when I sing.GM.P.IM.3.2

    6. 3.

      I can sing a variety of songs with expression and technical accuracy.GM.P.IH.3

      1. 1.

        I can sing phrasing while responding to a director's cues.GM.P.IH.3.1

      2. 2.

        I can sight read in multiple tonalities and rhythms.GM.P.IH.3.2

    7. 3.

      I can sing expressively and apply technical and stylistic criteria in a variety of songs alone and in various ensembles.GM.P.AL.3

      1. 1.

        I can sing in a group with balance.GM.P.AL.3.1

      2. 2.

        I can blend with others in an ensemble.GM.P.AL.3.2

    8. 3.

      I can collaborate with others make technical and stylistic decisions.GM.P.AM.3

      1. 1.

        I can sing in ensembles.GM.P.AM.3.1

      2. 2.

        I can rehearse with an ensemble to improve my work.GM.P.AM.3.2

    9. 3.

      can make technical and stylistic choices about my performance as a singer alone and in various ensembles.GM.P.AH.3

      1. 1.

        I can use a variety of technical and stylistic choices in my performance.GM.P.AH.3.1

      2. 2.

        I can apply a variety of musical choices for performance.GM.P.AH.3.2

  • 4

    I can play instruments alone and with others.

    1. 4.

      I can make sounds with classroom instruments and other sound sources.GM.P.NL.4

      1. 1.

        I can use my body to make sounds.GM.P.NL.4.1

    2. 4.

      I can imitate short rhythmic patterns.GM.P.NM.4

      1. 1.

        I can echo an ostinato rhythm pattern.GM.P.NM.4.1

    3. 4.

      I can play and read rhythmic, melodic, and chord patterns.GM.P.NH.4

      1. 1.

        I can use music notation to play instruments.GM.P.NH.4.1

      2. 3.

        I can identify rhythmic notation.GM.P.NH.4.3

    4. 4.

      I can play accompaniments and simple songs on classroom instruments.GM.P.IL.4

      1. 1.

        I can play accompaniments and songs in major and minor tonalities.GM.P.IL.4.1

      2. 2.

        I can play using proper technique and posture.GM.P.IL.4.2

      3. 3.

        I can play in treble and bass clefs.GM.P.IL.4.3

    5. 4.

      I can play and read complimentary, contrasting instrumental parts accurately, and independent-ly.GM.P.IM.4

      1. 1.

        I can play my part independent-ly in an ensemble.GM.P.IM.4.1

      2. 2.

        I can play my instrument with technical accuracy.GM.P.IM.4.2

      3. 3.

        I can read from notation, songs I play.GM.P.IM.4.3

    6. 4.

      I can play and read my part with an ensemble using accurate technique and posture.GM.P.IH.4

      1. 1.

        I can rehearse for improvement in an ensemble.GM.P.IH.4.1

      2. 2.

        I can use proper technique to express music.GM.P.IH.4.2

      3. 3.

        I can play my part independently while others play.GM.P.IH.4.3

    7. 4.

      I can play an instrument expressively and apply technical and stylistic techniques in variety of music alone and in various ensembles.GM.P.AL.4

      1. 1.

        I can play in various musical styles on instruments.GM.P.AL.4.1

      2. 2.

        I can balance my sound with others in an ensemble.GM.P.AL.4.2

      3. 3.

        I can sight read a musical partGM.P.AL.4.3

    8. 4.

      I can collaborate with others to apply technical and stylistic techniques in a variety of music alone and in various ensembles.GM.P.AM.4

      1. 1.

        I can collaborate with others to improve my ensemble.GM.P.AM.4.1

      2. 2.

        I can control pitch and tone quality with proper dynamics.GM.P.AM.4.2

    9. 4.

      I can make technical and stylistic choices about my performance as an instrument-a list alone and in various ensembles.GM.P.AH.4

      1. 1.

        I can control my instrument across expanded dynamic ranges using stylistic nuances and expressive inflections.GM.P.AH.4.1

      2. 2.

        I can adjust my intonation relative to chord tones.GM.P.AH.4.2

  • 5

    I can read and notate music.

    1. 5.

      I can read rhythm patterns.GM.P.NL.5

      1. 1.

        I can read rhythm patterns with my voice, body, and instruments.GM.P.NL.5.1

      2. 2.

        I can read basic rhythms.GM.P.NL.5.2

    2. 5.

      I can read simple rhythmic and melodic notation.GM.P.NM.5

      1. 1.

        I can name notes in treble clef.GM.P.NM.5.1

      2. 2.

        I can read simple quarter, eighth, half, whole notes and rests.GM.P.NM.5.2

    3. 5.

      I can read, write simple rhythmic and melodic standard notation.GM.P.NH.5

      1. 1.

        I can read standard notation.GM.P.NH.5.1

      2. 2.

        I can read meter in 4/4, 3/4, and 2/4.GM.P.NH.5.2

    4. 5.

      I can explain note names and basic rhythms.GM.P.IL.5

      1. 1.

        I can read all notes in treble and bass clefsGM.P.IL.5.1

      2. 2.

        I can read basic rhythms including dotted rhythms.GM.P.IL.5.2

    5. 5.

      I can interpret musical symbols within multiple meters, clefs, and expressive symbols.GM.P.IM.5

      1. 1.

        I can read alto/tenor clef.GM.P.IM.5.1

      2. 2.

        I can identify compound, complex, and syncopated rhythms.GM.P.IM.5.2

    6. 5.

      I can read and notate short musical works in a variety of clefs and meters.GM.P.IH.5

      1. 1.

        I can read and use key signatures.GM.P.IH.5.1

      2. 2.

        I can read and use meter signatures.GM.P.IH.5.2

    7. 5.

      I can sight read a variety of music at Grade 2 with technical accuracy.GM.P.AL.5

      1. 1.

        I can sight read musical works in simple meters and tonalities with technical accuracy.GM.P.AL.5.1

      2. 2.

        I can respond to a director while sight-reading.GM.P.AL.5.2

    8. 5.

      I can sight read a variety of music at Grade 3 with technical accuracy.GM.P.AM.5

      1. 1.

        I can sight read musical works in a variety of keys and clefs.GM.P.AM.5.1

      2. 2.

        I can apply tempo and dynamic markings to my sight-reading.GM.P.AM.5.2

    9. 5.

      I can sight read a variety of music at Grade 4 with technical accuracy.GM.P.AH.5

      1. 1.

        I can sight read musical works in a variety of keys, clefs, meters.GM.P.AH.5.1

      2. 2.

        I can apply expressive music markings to my sight-reading.GM.P.AH.5.2

Responding

  • 6

    I can analyze music.

    1. 6.

      I can identify contrasts in music.GM.R.NL.6

      1. 1.

        I can identify dynamics and steady beat.GM.R.NL.6.1

      2. 2.

        I can identify same and different sound sources.GM.R.NL.6.2

      3. 3.

        I can name same and different sections.GM.R.NL.6.3

    2. 6.

      I can identify the elements of music.GM.R.NM.6

      1. 1.

        I can identify changes in dynamics, tempo and rhythm.GM.R.NM.6.1

      2. 2.

        I can name voice types and instrument families.GM.R.NM.6.2

      3. 3.

        I can identify examples of some basic musical forms.GM.R.NM.6.3

    3. 6.

      I can describe how the music elements are used.GM.R.NH.6

      1. 1.

        I can use appropriate vocabulary to describe pitch, tempo, and dynamics.GM.R.NH.6.1

      2. 2.

        I can identify by sight and sound voice types and classroom instruments.GM.R.NH.6.2

      3. 3.

        I can identify examples of complex musical forms.GM.R.NH.6.3

    4. 6.

      I can explain how the elements of music are used in a variety of genres, cultures, and time periods.GM.R.IL.6

      1. 1.

        I can listen, identify and explain pitch, tempo, and dynamics to describe music of different styles.GM.R.IL.6.1

      2. 2.

        I can listen to and identify orchestral, band, and electronic instruments by sight and sound.GM.R.IL.6.2

      3. 3.

        I can examine musical forms to describe a musical style.GM.R.IL.6.3

    5. 6.

      I can examine how the elements of music are used in a variety of genres, cultures, and time periods.GM.R.IM.6

      1. 1.

        I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually.GM.R.IM.6.1

      2. 2.

        I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood.GM.R.IM.6.2

      3. 3.

        I can identify musical forms presented aurally and visually.GM.R.IM.6.3

    6. 6.

      I can find evidence of how music is informed by the structure, elements in a variety of genres, cultures, and time periods.GM.R.IH.6

      1. 1.

        I can listen, identify, and explain the elements of pitch, tempo, dynamics, and style used in different cultures and time periods.GM.R.IH.6.1

      2. 2.

        I can examine the use of timbre and texture in music from a variety of different genres.GM.R.IH.6.2

      3. 3.

        I can examine the use of musical forms presented in a varied repertoire of music.GM.R.IH.6.3

    7. 6.

      I can examine the use of compositional techniques within multiple musical works.GM.R.AL.6

      1. 1.

        I can describe and use meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural compositions.GM.R.AL.6.1

      2. 2.

        I can examine and discuss culturally authentic practices found in musical works.GM.R.AL.6.2

      3. 3.

        I can analyze and describe how the use of expressive devices and form are used in culturally and historically diverse genres.GM.R.AL.6.3

    8. 6.

      I can collaborate with others to justify the use of compositional techniques within musical works.GM.R.AM.6

      1. 1.

        I can collaborate with others to determine intent of changes in meter, tonality and harmony that contribute to musical style.GM.R.AM.6.1

      2. 2.

        I can identify compositional techniques used to achieve unity, variety, tension and release in music to evoke an emotional response from the listener.GM.R.AM.6.2

      3. 3.

        I can examine the use of musical form and expressive devices in a variety of 20th & 21st Century composi-tions.GM.R.AM.6.3

    9. 6.

      I can analyze compositional techniques, to explain a composer's intent.GM.R.AH.6

      1. 1.

        I can determine the intent of changes in meter, tonality and harmony in a variety of musical compositions to create tension and emotional response.GM.R.AH.6.1

      2. 2.

        I can examine timbre and the use of voices, instruments, and other sound sources in a variety of musical styles, cultures, and genres.GM.R.AH.6.2

      3. 3.

        I can examine the use of musical form when analyzing aural examples of a varied repertoire of music and inform my personal music preferences.GM.R.AH.6.3

  • 7

    I can evaluate music.

    1. 7.

      I can use my words to talk about music.GM.R.NL.7

      1. 1.

        I can listen and respond to music.GM.R.NL.7.1

    2. 7.

      I can demonstrate how to be an audience member in different musical settings.GM.R.NM.7

      1. 1.

        I can model and describe audience behavior in different settings.GM.R.NM.7.1

    3. 7.

      I can use musical vocabulary to describe personal preference choices.GM.R.NH.7

      1. 1.

        I can talk and write about music using musical vocabulary.GM.R.NH.7.1

    4. 7.

      I can use musical vocabulary to critique a performance.GM.R.IL.7

      1. 1.

        I can describe the quality of a musical performance.GM.R.IL.7.1

    5. 7.

      I can evaluate the quality of musical performances and/or compositions of others using assessment tools.GM.R.IM.7

      1. 1.

        I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance.GM.R.IM.7.1

    6. 7.

      I can evaluate the quality of personal performances and/or compositions using assessment tools.GM.R.IH.7

      1. 1.

        I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to my personal performance.GM.R.IH.7.1

    7. 7.

      I can collaborate to develop strategies for improvement of group performances.GM.R.AL.7

      1. 1.

        I can compare a group performance to a benchmark to refine the performance.GM.R.AL.7.1

    8. 7.

      I can make critical evaluations of performance, compositions, arrangements, and improvisations.GM.R.AM.7

      1. 1.

        I can listen or view a variety of performances and offer suggestions for improvement.GM.R.AM.7.1

    9. 7.

      I can justify personal performance decisions.GM.R.AH.7

      1. 1.

        I can use multiple media sources to critique my personal performances.GM.R.AH.7.1

Connecting

  • 8

    I can examine music from a variety of stylistic and historical periods and cultures.

    1. 8.

      I can recognize and perform musical selections from my own culture and some time periods.GM.C.NL.8

      1. 1.

        I can recognize that all cultures and time periods use music.GM.C.NL.8.1

    2. 8.

      I can identify and perform musical selections from a culture other than mine and a historical time period.GM.C.NM.8

      1. 1.

        I can find similar elements of music within a culture/time period.GM.C.NM.8.1

    3. 8.

      I can identify and perform musical selections from multiple cultures and/or historical time periods.GM.C.NH.8

      1. 1.

        I can find similar elements of music in different cultures/time periods.GM.C.NH.8.1

    4. 8.

      I can examine relationships among musical selections from multiple cultures and/or historical time periods.GM.C.IL.8

      1. 1.

        I can identify similarities and differences in music from multiple cultures and time periods.GM.C.IL.8.1

    5. 8.

      I can research the role of music within a specific culture or historical time period and present what I discovered.GM.C.IM.8

      1. 1.

        I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods.GM.C.IM.8.1

    6. 8.

      I can perform and modify a musical work using characteristics from a culture or time period.GM.C.IH.8

      1. 1.

        I can change a musical work using the elements of music from a culture or time period.GM.C.IH.8.1

    7. 8.

      I can analyze a diverse repertoire of music from a cultural or historical time period.GM.C.AL.8

      1. 1.

        I can explain specific cultural and historical traditions and infuse these ideas into my music.GM.C.AL.8.1

    8. 8.

      I can examine contemporary musical works to determine the influence of historical and cultural traditions.GM.C.AM.8

      1. 1.

        I can select musical elements in contemporary music that reflect cultural and historical influences.GM.C.AM.8.1

    9. 8.

      I can examine, create, and perform music based on historical and cultural contributions.GM.C.AH.8

      1. 1.

        I can use historical and cultural contributions to justify my musical choices.GM.C.AH.8.1

  • 9

    I can relate music to other arts disciplines, other subjects, and career paths.

    1. 9.

      I can explore general music concepts among arts disciplines other content areas and related careers in familiar settings.GM.C.NL.9

      1. 1.

        I can identify the relationship between music and another subject in my school.GM.C.NL.9.1

      2. 2.

        I can identify topics in music that interest me.GM.C.NL.9.2

    2. 9.

      I can recognize general music concepts among arts disciplines, other content areas and related careers.GM.C.NM.9

      1. 1.

        I can make connections between music and another subject in my school.GM.C.NM.9.1

      2. 2.

        I can identify life skills necessary for a music career.GM.C.NM.9.2

    3. 9.

      I can apply general music concepts to arts disciplines, other content areas and related careers including South Carolina.GM.C.NH.9

      1. 1.

        I can demonstrate and describe the relationship between music and a concept from another subject in my school.GM.C.NH.9.1

      2. 2.

        I can identify specific careers in music.GM.C.NH.9.2

    4. 9.

      I can explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in music.GM.C.IL.9

      1. 1.

        I can apply music concepts to other arts disciplines and content areas.GM.C.IL.9.1

      2. 2.

        I can demonstrate and describe the skills needed for careers in music.GM.C.IL.9.2

    5. 9.

      I can recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in music.GM.C.IM.9

      1. 1.

        I can examine the relationship between music and specific content from another arts discipline and content area.GM.C.IM.9.1

      2. 2.

        I can examine the educational requirements needed for a variety of careers in music.GM.C.IM.9.2

    6. 9.

      I can analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in music careers.GM.C.IH.9

      1. 1.

        I can apply concepts from other arts disciplines and content areas to my music.GM.C.IH.9.1

      2. 2.

        I can compare similarities and differences in a variety of music careers and roles of musicians in those careers.GM.C.IH.9.2

    7. 9.

      I can apply concepts among arts disciplines and other content areas to general music and analyze how my interests and skills will prepare me for a career.GM.C.AL.9

      1. 1.

        I can explain ideas from other arts disciplines and content areas through music.GM.C.AL.9.1

      2. 2.

        I can identify and describe traditional and emerging careers in music.GM.C.AL.9.2

    8. 9.

      I can explain how economic conditions, cultural values and location influence music and the need for music related careers.GM.C.AM.9

      1. 1.

        I can explain how my artistic choices are influenced by cultural and social values.GM.C.AM.9.1

      2. 2.

        I can discuss the impact of economic issues as they affect the impact on music careers.GM.C.AM.9.2

    9. 9.

      I can research societal political and cultural issues as they relate to other arts and content areas and apply to my role as a musician.GM.C.AH.9

      1. 1.

        I can analyze complex ideals that influence my artistic perspective and creative work.GM.C.AH.9.1

      2. 2.

        I can analyze my personal career choices in the arts or non-arts disciplines.GM.C.AH.9.2

Frequently asked questions

What grade levels do these standards cover?
Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, and Kindergarten
When were these standards adopted?
2017

Keep exploring

Keep exploring Visual and Performing Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Visual and Performing Arts in other jurisdictions

Visual and Performing Arts