Grades 7, 8

Other Vermont Arts sets

• Grades Pre-K, K
• Grades 1, 2
• Grades 3, 4
• Grades 5, 6
• Grades 9, 10, 11, 12

Improvising using various techniques for developing musical ideas (e.g., pentatonic, blues and major and minor scales, riffs, motifs).

Composing and arranging using a variety of traditional, non-traditional and electronic media; using the elements of music within specified guidelines; demonstrating unity, variety, tension and release and appropriate voicing.

Singing solos and two and three part literature with a more varied repertoire (e.g., various cultures and styles) and a degree of difficulty of levels 2-3 (see NYSSMA Manual).

Playing a musical instrument with a more varied repertoire (e.g., various culture and styles) alone and with others and a degree of difficulty of levels 2-3 (see NYSSMA Manual)

Responding to the cues of the conductor (e.g., steady beat, tempo, start and stop, dynamics, cues, expression, accents, articulation).

Describing aural examples of music using appropriate terminology (e.g., pitch, rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style).

Reading and notating music at the level of difficulty of 2 on a scale of 1-6 (See NYSSMA Manual).

Demonstrating development of character using physical and vocal expression.

Designing or identifying designs that support and/or enhance character.

Developing a character using non-verbal techniques (e.g. dance, mime, physical comedy, stage combat (wrestling, sword play, physical confrontation).

Communicating with parents, being prepared, and on-time.

Presenting a rehearsed scene.

Adjusting voice tone/level and timing before an audience.

Appropriate, safe use of hand tools (e.g., cordless drill, stapler, hammer, etc.).

Presenting necessary study guide material for your audience.

Identifying use of line, space, color and texture in production design.

Describing stage architecture (i.e., proscenium, thrust, arena, fourth wall).

Identifying motivation and conflict.

Describing what is involved in arts management, marketing, promotion.

Explaining the roles of production staff.

Recognizing and label acting styles, genre, sensory language, physical comedy, dialogue and monologue, nonverbal skills.

Using personal observation to refine the visual representation of objects in their drawings and paintings (e.g., proportion, shading techniques, color relationships).

Selecting art tools and materials for specific purposes.

Making compositional decisions guided by specific principles, such as balance, movement, emphasis, etc. (e.g., intentional use of color as expressive quality, printmaking, additive/subtractive sculpture, etc.).

Selecting a piece of their own art work for a public exhibition and defending their choice.

Demonstrating individual point of view to create meaning in their work of art.

Describing and integrating elements and principles of design (e.g., emphasis, unity, asymmetry, rhythm, movement, expressive use of color).

Describing and making use of formal and expressive qualities of different media, processes and techniques with appropriate vocabulary (e.g., one and two point perspective, modeling, stippling, cross-hatching, additive and subtractive sculpting).

Identifying and describing different motivations and purposes of artists and their art work, demonstrating an understanding of their context in time and place.

Dance: phrasing, complex meters, positive/negative space, form (ABA, rondos)<br /> Music: pitch; rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style<br /> Theater: exposition, conflict, action/reaction, production value, focus, scenic concepts, theme<br /> Visual Arts: emphasis, unity asymmetry, rhythm, movement, modeling, stippling, cross-hatching, additive and subtractive sculpting

Comparing/contrasting works of art, which may include a student's own work.

Explaining qualities (elements, principles of design, expression) and how they evoke emotion and meaning.

Relating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience, background knowledge, cultural context).

Making affirming statements with specific evidence (e.g., The band played with good balance.).

Asking questions about your own work (e.g., How did the clarinet section respond to the tempo change?).

Asking questions of the artist(s) (e.g., Why were the violins sharp in the first passage?).

Suggesting changes (e.g., The drummers might try playing at the edge of the drum head to play softer.).

Discerning and responding to those suggestions that are effective, and justifying aesthetic decisions.

Developing and applying specific criteria, individually or in groups.

Demonstrating ways in which the basic principles and subject matter are applicable (e.g., form, balance, tone, color, unity and variety).

Communicating ideas, concepts, feelings from other disciplines (e.g., show understanding of theatre through dance).

Modeling skills of different arts careers through classroom work or community experiences.

Identifying career pathways in the arts and the skills needed.

Demonstrating an understanding of how the arts contribute to physical and mental health (e.g., self-expression, such as anger, joy, confusion, frustration).

Creating or performing art from different cultures, identifying common subjects, themes and techniques/styles.

Identifying significant artists and their works from various times and places.

Researching and describing how the arts reflect cultural values in various traditions throughout the world.

Identifying challenges inherent in the work (e.g., My print is blurred.).

Generating a variety of strategies/techniques to address those challenges (e.g., Should I add more ink? Should I press harder with my baren?).

Considering and trying out these diverse solutions, and employing one appropriate to the work (e.g., I'll add more ink.).

Demonstrating commitment and a sense of purpose (e.g., persevering to complete quality work, working to personal best).

Demonstrating understanding of health and safety issues related to the arts (e.g., using safe work habits and techniques).

Developing rigorous criteria and setting goals for themselves (e.g., prioritizing responsibilities, managing time/materials, and meeting completion deadlines).

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

Participating in individual and/or group work willingly and appropriately.

Cooperating in an ensemble, group, or partnership to maintain an environment of safety, confidence, mutual esteem, and support.