Fine Arts: Grades 6, 7, 8 (All Middle School Courses)

Other Texas Fine Arts sets

• Art: Grade K
• Fine Arts: Grade K (Art, Music, & Theatre)
• Music: Grade K
• Theatre: Grade K
• Art: Grade 1
• Fine Arts: Grade 1 (Art, Music, & Theatre)
• Music: Grade 1
• Theatre: Grade 1
• Art: Grade 2
• Fine Arts: Grade 2 (Art, Music, & Theatre)
• Music: Grade 2
• Theatre: Grade 2
• Art: Grade 3
• Fine Arts: Grade 3 (Art, Music, & Theatre)
• Music: Grade 3
• Theatre: Grade 3
• Art: Grade 4
• Fine Arts: Grade 4 (Art, Music, & Theatre)
• Music: Grade 4
• Theatre: Grade 4
• Art: Grade 5
• Fine Arts: Grade 5 (Art, Music, & Theatre)
• Music: Grade 5
• Theatre: Grade 5
• Art: Grades 6, 7, 8 (1-3)
• Art: High School Level I
• Art: Middle School 1
• Art: Middle School 2
• Art: Middle School 3
• Dance: Middle School 1
• Dance: Middle School 2
• Dance: Middle School 3
• Music: Grades 6, 7, 8 (Levels 1-3)
• Music: Middle School 1
• Music: Middle School 2
• Music: Middle School 3
• Theatre: Grades 6, 7, 8 (1-3)
• Theatre: Middle School 1
• Theatre: Middle School 2
• Theatre: Middle School 3
• Art: Grades 9, 10, 11, 12 (Levels II-IV)
• Art: High School Level II
• Art: High School Level III
• Art: High School Level IV
• Dance: Grades 9, 10, 11, 12 (Level I)
• Dance: Grades 9, 10, 11, 12 (Level II)
• Dance: Grades 9, 10, 11, 12 (Level III)
• Dance: Grades 9, 10, 11, 12 (Level IV)
• Dance: Grades 9, 10, 11, 12 (Levels I-IV)
• Fine Arts: Grades 9, 10, 11, 12 (All High School Courses)
• Music: Grades 9, 10, 11, 12 (All Courses)
• Music: High School Level I
• Music: High School Level II
• Music: High School Level III
• Music: High School Level IV
• Music: Music Studies
• Theatre: Grades 9, 10, 11, 12 (All Courses)
• Theatre: High School Musical Theatre Level I
• Theatre: High School Musical Theatre Level II
• Theatre: High School Musical Theatre Level III
• Theatre: High School Musical Theatre Level IV
• Theatre: High School Technical Theatre Level I
• Theatre: High School Technical Theatre Level II
• Theatre: High School Technical Theatre Level III
• Theatre: High School Technical Theatre Level IV
• Theatre: High School Theatre Level I
• Theatre: High School Theatre Level II
• Theatre: High School Theatre Level III
• Theatre: High School Theatre Level IV

identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;

understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;

understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately; and

discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.

create original artworks based on direct observations, original sources, personal experiences, and the community;

apply the art-making process to solve problems and generate design solutions; and

produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials.

identify the influence of historical and political events in artworks;

identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;

explain the relationships that exist between societies and their art and architecture; and

explore career and avocational opportunities in art such as various design, museum, and fine arts fields.

create written or oral responses to artwork using appropriate art vocabulary;

analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

develop a portfolio;

investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and

understand and demonstrate proper exhibition etiquette.

identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately; and

understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.

create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;

apply the art-making process to solve problems and generate design solutions;

apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media; and

use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination.

analyze ways that global, cultural, historical, and political issues influence artworks;

analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;

compare and contrast relationships that exist between a society's art and its music, literature, and architecture; and

identify career and avocational choices in art such as various design, museum, and fine arts fields.

create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;

analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

develop a portfolio that demonstrates progress;

investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and

demonstrate an understanding of and apply proper exhibition etiquette.

identify and illustrate concepts from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international;

evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;

evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately; and

compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.

create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;

apply the art-making process to solve problems and generate design solutions;

create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;

use an understanding of copyright and public domain to appropriate imagery when working from sources rather than direct observation or imagination; and

create experimental artworks using installation, performance, or collaboration

analyze ways in which global, contemporary, historical, and political issues have influenced art;

analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;

evaluate the relationships that exist among a society's art, music, theatre, and dance; and

compare and contrast career and avocational opportunities in art such as various design, museum, and fine arts fields.

create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;

analyze original artworks and portfolios using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art; and

understand and demonstrate proper exhibition etiquette.

demonstrate basic kinesthetic and spatial awareness individually and in groups;

recognize the concepts of wellness for healthy lifestyles;

define body science applications through dance genres, styles, and vocabulary; and

identify dance movement elements through space, energy, and time.

recognize basic principles of proper body alignment;

define knowledge of dance composition elements, improvisation skills, and choreographic processes;

identify movement studies using rhythmical skills and spatial directions; and

recognize expressions of ideas or emotions individually and in groups.

identify various dance genres and styles such as ballet, jazz, tap, modern dance, musical theatre dance, and world dance forms;

perform in groups with the intent to communicate to an audience;

define the use of dance elements in practice and performance incorporating technology; and

identify an effective warm-up and cool-down using elements of proper conditioning for performing skills.

define the cultural significance as communicated through dance movement, identifying historical figures and their contributions to dance history;

identify movement characteristics of historical and cultural dance forms and the contributions of their artists;

identify a dance representative of one's heritage or environment; and

understand dances in various media and other content areas.

define the quality and effectiveness of dance performances while incorporating appropriate etiquette in the classroom and performances;

identify relationships between dance and other content subjects;

define the content and choreographic structures used by various American choreographers; and

define artistic decisions of personal dance works.

demonstrate basic kinesthetic and spatial awareness individually and in groups;

identify the concepts of wellness for healthy lifestyles;

demonstrate body science applications through dance genres, styles, and vocabulary; and

explore and demonstrate dance movement elements through space, energy, and time.

identify basic principles of proper body alignment;

explore and describe knowledge of dance composition elements, improvisation skills, and choreographic processes;

distinguish between movement studies using rhythmical skills and spatial directions; and

explore and demonstrate expressions of ideas or emotions individually and in groups.

explore and demonstrate various dance genres and styles such as ballet, jazz, tap, modern dance, musical theatre dance, and world dance forms;

perform individually and in groups with the intent to communicate and project to an audience;

demonstrate the use of dance elements in practice and performance incorporating technology; and

demonstrate an effective warm-up and cool-down using elements of proper conditioning for performing skills.

recognize the cultural significance as communicated through dance movement, identifying historical figures and their contributions to dance history;

interpret movement characteristics of historical and cultural dance forms and the contributions of their artists;

recognize a dance representative of one's heritage or environment; and

evaluate dance in various media and other content areas.

demonstrate the quality and effectiveness of dance performances while incorporating appropriate etiquette in the classroom and performances;

interpret relationships between dance and other content subjects;

demonstrate the content and choreographic structures used by various American choreographers; and

interpret and evaluate artistic decisions of personal dance works.

demonstrate basic kinesthetic and spatial awareness individually and in groups;

distinguish between concepts of wellness for healthy lifestyles;

implement body science applications through dance genres, styles, and vocabulary; and

develop dance movement elements through space, energy, and time.

apply basic principles of proper body alignment;

demonstrate knowledge of dance composition elements, improvisation skills, and choreographic processes;

create movement studies using rhythmical skills and spatial directions; and

design and demonstrate expressions of ideas or emotions individually and in groups.

apply various dance genres and styles such as ballet, jazz, tap, modern dance, musical theatre dance, and world dance forms;

perform individually and in groups with the intent to express emotions, communicate, and project to an audience;

evaluate the use of dance elements in practice and performance incorporating technology and elements of dance production; and

practice an effective warm-up and cool-down using elements of proper conditioning for performing skills.

compare and contrast the cultural significance as communicated through dance movement, identifying historical figures and their contributions to dance history;

evaluate movement characteristics of historical and cultural dance forms and the contributions of their artists;

perform a dance representing one's heritage or environment; and

create dances in various media and other content areas.

design and apply criteria for evaluating the quality and effectiveness of dance performances while incorporating appropriate etiquette in the classroom and performances;

create relationships between dance and other content subjects;

compare and contrast the content and choreographic structures used by various American choreographers; and

interpret, evaluate, and justify artistic decisions of personal dance works.

experience and explore exemplary musical examples using technology and available live performances;

describe tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty within an established system of notation;

read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

sight read unison and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

perform independently and expressively a varied repertoire of music representing various styles and cultures;

sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and

create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

perform music representative of diverse cultures, including American and Texas heritage;

describe written and aurally presented music representative of diverse styles, periods, and cultures;

identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

describe music-related vocations and avocations.

demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

identify criteria for listening to and evaluating musical performances;

describe processes and select the tools for self-evaluation and personal artistic improvement such as critical listening and individual and group performance recordings;

evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

compare and contrast exemplary musical examples using technology and available live performances;

demonstrate knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;

interpret musical forms such as binary, ternary, phrasic, rondo, and theme and variations presented aurally and through music notation; and

describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;

notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

create increasingly complex rhythmic phrases, using known rhythms, and melodic phrases, using known pitches, within an established system of notation;

read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

sight-read unison, homophonic, and polyphonic music using the appropriate clef in a minimum of three keys and three meters, including 2/4, 3/4, and 4/4.

demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

perform music, alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

perform independently and expressively a varied repertoire of music representing various styles and cultures;

sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

interpret music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo, and adagio; and articulations, including accent and marcato, appropriately when performing; and

create increasingly complex rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty.

perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

examine written and aurally presented music representative of diverse genres, styles, periods, and cultures;

identify relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; and

describe music-related vocations and avocations.

demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings.

apply criteria for listening to and evaluating musical performances;

demonstrate processes and select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

identify and apply criteria for evaluating personal performances;

evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

compare and contrast exemplary musical examples using technology and available live performances;

demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, absolute note names, rhythmic values, and counting systems;

demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;

analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations; and

demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, vocal health, hydration, and appropriate hygienic practice.

analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;

notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation;

read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters.

model, alone and in groups, characteristic vocal or instrumental timbre;

perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

perform independently and expressively a varied repertoire of music representing various styles and cultures;

sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements; and

create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty.

perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

compare and contrast relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, sciences, and language; and

describe music-related vocations and avocations.

model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

apply criteria for listening to and evaluating musical performances;

demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

apply criteria for listening to and evaluating personal performances;

evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and

demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.

develop characterization based on sensory and emotional recall;

expand body awareness and spatial perceptions using mime;

respond to sounds, music, images, and the written word, incorporating movement;

develop an understanding of the mechanisms of vocal production;

identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces; and

identify the structure and form in examples of dramatic literature.

demonstrate safe use of the voice and body;

imagine and clearly describe characters, their relationships, and their surroundings;

select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history;

dramatize literary selections and imitate life experiences through dramatic play;

express emotions and ideas using interpretive movements and dialogue; and

create environments, characters, and actions.

create character, environment, action, and theme collaboratively through the safe use of props, costumes, and visual elements;

create suitable environments for dramatizations;

collaborate to plan brief dramatizations; and

use technology in theatrical applications such as live theatre, video, and film.

demonstrate the role of theatre as a reflection of history, society, and culture through participation in dramatic activities; and

explore the influences of theatre, film, television, and electronic media such as key developments, figures, and works in society.

identify and apply audience etiquette at all performances;

develop simple oral and written observations about the visual, aural, oral, and kinetic aspects of theatrical performances such as informal playmaking or formal theatre;

identify production elements of theatre, film, television, and other media; and

examine selected occupations in theatre such as director, stage manager, actor, designer, running crew, front of house, and educator.

explore characterization using sensory and emotional recall;

develop and apply theatre preparation and warm-up techniques;

create expressive and rhythmic movements;

develop an increased understanding of the mechanisms of vocal production;

demonstrate knowledge of theatrical vocabulary and terminology; and

analyze and evaluate the structure and form of dramatic literature.

demonstrate safe use of the voice and body;

define characters by what they do, what they say, and what others say about them;

select movements and dialogue to portray a character appropriately;

create stories collaboratively and individually that have dramatic structure;

apply knowledge of effective voice and diction techniques to express thoughts and feelings;

compare and contrast dramatic performances to life; and

create improvised scenes that include setting, character, and plot.

determine specific technical elements to provide a safe setting and to support character and action in improvised and scripted scenes;

create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances;

define the role of the director; and

use technology in theatrical applications such as live theatre, video, and film.

demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures;

explore the relevance and influence of theatre heritage and dramatic texts on the student's daily life; and

explore the roles of theatre, film, television, and electronic media such as key developments, figures, and works on American society.

understand and demonstrate appropriate audience etiquette at various types of performances;

evaluate the effectiveness of selected film and television performances;

demonstrate knowledge of production elements in theatre, film, television, and other media; and

explore career and vocational opportunities in theatre.

evaluate characterization using emotional and sensory recall;

explore preparation and warm-up techniques;

create expressive movement and mime to define space and characters;

demonstrate an increased understanding of the mechanisms of vocal production;

apply knowledge of theatrical vocabulary and terminology; and

explore and evaluate the structure and form of dramatic literature.

demonstrate safe use of the voice and body;

portray characters through familiar movements and dialogue;

create characters, dialogue, and actions that reflect dramatic structure in improvised and scripted scenes, individually and collaboratively; and

express thoughts and feelings using effective voice and diction.

recognize and select specific technical elements to suggest environment, establish mood, and support character and actions for performance;

create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity using the principles of design;

explore the director's role as a unifying force, problem solver, interpreter of script, and collaborator; and

use technology in theatrical applications such as live theatre, video, and film.

demonstrate theatre as a reflection of life in particular times, places, and cultures through performance;

explore theatre heritage such as historical and cultural influences as it is preserved in dramatic text, traditions, and conventions; and

explore the roles of theatre, film, television, and electronic media such as key developments, figures, and works on American society.

understand and demonstrate appropriate audience etiquette at various types of live performances;

develop a knowledge of the terminology and process of evaluation such as intent, structure, effectiveness, and value and apply this process to performances using appropriate theatre vocabulary;

demonstrate knowledge of production elements in theatre, film, television, and other media; and

explore career and vocational opportunities in theatre.