DOCUMENT RESUME Louisiana Arts Content Standards. State .
DOCUMENT RESUMESO 030 578ED 430 872TITLEINSTITUTIONPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSLouisiana Arts Content Standards. State Standards forCurriculum Development.Louisiana State Dept. of Education, Baton Rouge.1997-05-2285p.Non-Classroom (055)GuidesMF01/PC04 Plus Postage.*Academic Standards; Art Education; Benchmarking; Dance;Discipline Based Art Education; Elementary SecondaryEducation; *Fine Arts; Music Education; State CurriculumGuides; *State Standards; Theater Arts; Visual Arts*LouisianaABSTRACTThis document presents guidelines for what every K-12Louisiana student should know and be able to do as a result of studying thefour strands of fine arts: dance, theater arts, visual arts, and music.Following introductory and explanatory information, the contents areorganized by strand. Each section begins with a focus paragraph explainingthe strand or discipline's importance to the overall education of students. Astandard statement gives a general description of the knowledge acquisitionexpectations. Designated content areas within each strand coincide with thefour fundamental components of discipline-based art education (DBAE):creative expression, aesthetic perception, historical and culturalperception, and critical analysis. Specific benchmarks in each content areaof the strand are listed for grades K-4, 5-8, and 9-12. Charts, a glossary,references, and acknowledgements are included. ************************************Reproductions supplied by EDRS are the best that can be made**from the original ***************************************
LOUISIANAARTSCONTENT STANDARDSSTATE STANDARDS FORCURRICULUM DEVELOPMENT05/22/97U.S. DEPARTMENT OF EDUCATIONPERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HASBEEN GRANTED BYL.&b.cs.4sc hTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)1Office of Educational Research and improvementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.ID Minor changes have been made toimprove reproduction quality.Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Schools That Work: Setting Higher Standards for Our StudentsRapid changes are occurring in our world and economy. The increasing complexity of work thatspans the entire workforce of today's society demands that education for all students be made morerelevant and useful to future careers. In response to these demands, Louisiana educators and citizenscollaborated to develop an action plan to establish content standards that would raise the academicexpectations of students. Their mission was "to develop rigorous and challenging standards thatwill enable all Louisiana students to become lifelong learners and productive citizens for the21st century." These higher academic standards and their accompanying benchmarks, which furtherdefine the standards, require students to extend the learning they have acquired by applyingknowledge and skills to real life and work situations.To prepare Louisiana students to meet the demands of society in the 21st century, the higherstandards were designed to address content knowledge and application of skills. The standards focuson what students should know and be able to do. They promote and develop thinking processeswhich students will use in both classroom and real world situations and address the diversity ofeducational needs of all Louisiana students.These content standards have been developed for all Louisiana students, including studentswith disabilities, gifted and talented students, as well as linguistically and culturally diversestudents. Modifications for addressing their specific needs regarding curricula and instructionwill be addressed through the local education agencies (LEAs).Louisiana has made significant strides toward improving the education of our children. Our goal isto build on our strengths as we continue to improve education in our state. By developing rigorousstandards and challenging assessments that align with the standards and by holding schoolsaccountable for results, we are ensuring a better future for all our children.Your partner for better education,Cecil J. PicardState Superintendent of Education
LOUISIANA DEPARTMENT OF EDUCATIONCecil J. Picard, State Superintendent of EducationCarole Butler-Wallin, Deputy SuperintendentBilly E. Crawford, Assistant SuperintendentOffice of Academic ProgramsMari Ann Fowler, Assistant SuperintendentOffice of Research and DevelopmentRose Hudson, Assistant SuperintendentOffice of Educational Support ProgramsLOUISIANA STATE BOARD OF ELEMENTARY ANDSECONDARY EDUCATIONKeith Johnson, PresidentWalter C. Lee, Vice PresidentClifford Baker, Secretary-TreasurerJohn A. Bertrand, MemberGlenny Lee Buquet, MemberDonna Contois, MemberGerald Dill, Member-at-LargeLeslie Jacobs, Member-at-LargeRichard Musemeche, MemberPaul G. Pastorek, Member-at-LargeJames Stafford, MemberMary L. Peabody, Executive Director
05/22/97TABLE OF CONTENTSPAGEINTRODUCTION3COMPONENTS OF ARTS EDUCATION4LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS5INFORMATION LITERACY MODEL FOR LIFELONG LEARNING6LOUISIANA ARTS STRANDS8LOUISIANA ARTS CONTENT STANDARDS9SECTION 1: DANCE10SECTION 1: CHARTS20SECTION 2: THEATRE ARTS24SECTION 2: CHARTS36SECTION 3: VISUAL ARTS41SECTION 3: CHARTS51SECTION 4: MUSIC56SECTION 4: isiana Arts Content StandardsPage 2
05/22/97INTRODUCTIONThe arts, dance, theatre arts, visual arts, and music are fundamental to the intellectual, social,emotional, and physical development of Louisiana students for the 21st century. The arts drawon a range of intelligence and learning styles not addressed in most educational environments.Students of the arts are encouraged to use their imaginations, to develop personal discipline,and to find multiple solutions to problems. They learn to respond to events and experienceswith confidence and to communicate their feelings and viewpoints through appropriatecreative outlets.Business demands workers who possess an ability to communicate, to be flexible, and todiagnose problems and find creative solutions. The arts preceded speech as man's firstlanguage; they assist in the development of the skills of communication and the integration ofbasic skills of reading, writing, science, and mathematics. These skills help students shape theirlives, their communities, and their nation. The arts make all subjects come alive.The Louisiana Content Standards bring together the basic content of the four disciplines ofdance, theatre arts, visual arts, and music into one common set of standards essential for acomprehensive arts education. The 21st century, the age of information, will require morefrom the next generation of students. The relevance of education in a rapidly changing societywill depend on converging the aims of education and the workforce for well-rounded, educatedstudents who will be productive members of society. The arts will assist in the achievement ofthese aims with the implementation of these rigorous and challenging content standards.Louisiana Arts Content StandardsPage 3
05/22/97COMPONENTS OF ARTS EDUCATIONThe Content Standards writing team, consisting of arts educators from across the state andrepresenting the four disciplines, has written standards based on the four fundamentalcomponents of Discipline-Based Art Education (DBAE).CREATIVEEXPRESSIONThe ability to develop, organize, and interpret ideas for expression in theproduction of art forms which involve inspiration, analysis, and problemsolv.ing.AESTH ETICPERCEPTIONThe ability to understand and respond to ideas and experiences; to beaware of beauty and the unique characteristics of the natural and builtenvironments; and to make informed judgments about the meaning inworks of art.HISTORICALAN D CU LTU RALPERCEPTIONThe ability to recognize and appreciate the visual arts as a form ofindividual and cultural expression and to appreciate the basic aspects ofpast history and human experience.CRITICALANALYSISThe ability to interpret and analyze works of art and to arrive atreasoned judgments based on sufficient and appropriate criteria, suchas quality, impact, purpose, and value.Louisiana Arts Content StandardsPage 47
05/22/97LOUISIANA CONTENT STANDARDSFOUNDATION SKILLSThe Louisiana Content Standards Task Force has developed the following foundation skillswhich should apply to all students in all disciplines.1.Communication: A process by which information is exchanged and a concept of44 meaning" is created and shared between individuals through a common system ofsymbols, signs, or behavior. Students should be able to communicate clearly, fluently,strategically, technologically, critically, and creatively in society and in a variety ofworkplaces. This process can best be accomplished through use of the following skills:reading, writing, speaking, listening, viewing, and visually representing.2.Problem Solving: The identification of an obstacle or challenge and the subsequentapplication of knowledge and thinking processes, which include reasoning, decisionmaking, and inquiry in order to reach a solution using multiple pathways, even whenno routine path is apparent.3.Resource Access and Utilization: The process of identifying, locating, selecting, andusing resource tools to help in analyzing, synthesizing, and communicating information.The identification and employment of appropriate tools, techniques, and technologiesare essential to all learning processes. These resource tools include pen, pencil, andpaper; audio/video materials, word processors, computers, interactive devices,telecommunication, and other emerging technologies.4.Linking and Generating Knowledge: The effective use of cognitive processes togenerate and link knowledge across the disciplines and in a variety of contexts. Inorder to engage in the principles of continual improvement, students must be able totransfer and elaborate on these processes. "Transfer" refers to the ability to apply astrategy or content knowledge effectively in a setting or context other than that inwhich it was originally learned. "Elaboration" refers to monitoring, adjusting, andexpanding strategies into other contexts.5.Citizenship: The application of the understanding of the ideals, rights, andresponsibilities of active participation in a democratic republic that includes workingrespectfully and productively together for the benefit of the individual and thecommunity; being accountable for one's choices and actions and understanding theirimpact on oneself and others; knowing one's civil, constitutional, and statutory rights;and mentoring others to become productive citizens and lifelong learners.Louisiana Arts Content StandardsPage 58
05/22/97Note: These foundation skills are listed numerically in parentheses after each benchmark.Louisiana Arts Content StandardsPage 69
05/22/97INFORMATION LITERACY MODEL FOR LIFELONGLEARNINGStudents must become competent and independent users of information to be productivecitizens of the 21st century. They must be prepared to live in an information-rich andchanging global society. Due to the rapid growth of technology, the amount of informationavailable is accelerating so quickly that teachers are no longer able to impart a completeknowledge base in a subject area. In addition, students entering the workforce must knowhow to access information, solve problems, make decisions, and work as part of a team.Therefore, information literacy -- the ability to recognize an information need and then locate,evaluate, and effectively use the needed information -- is a basic skill essential to the 21stcentury workplace and home. Information literate students are self-directed learners who,individually or collaboratively, use information responsibly to create quality products and tobe productive citizens. Information literacy skills must not be taught in isolation; they mustbe integrated across all content areas, utilizing fully the resources of the classroom, the schoollibrary media center, and the community. The Information Literacy Model for LifelongLearners is a framework that teachers at all levels can apply to help students becomeindependent lifelong learners.1.Defining/Focusing: The first task is to recognize that an information need exists.Students make preliminary decisions about the type of information needed based onprior knowledge.2.Selecting Tools and Resources: After students decide what information is needed, theythen develop search strategies for locating and accessing appropriate, relevant sourcesin the school library media center, community libraries and agencies, resource people,and others as appropriate.3.Extracting and Recording: Students examine the resources for readability, currency,usefulness, and bias. This task involves skimming or listening for key words,"chunking" reading, finding main ideas, and taking notes.4.Processing Information: After recording information, students must examine andevaluate the data in order to utilize the information retrieved. Students must interactwith the information by categorizing, analyzing, evaluating, and comparing for bias,inadequacies, omissions, errors, and value judgments. Based on their findings, theyeither move on to the next step or do additional research.Louisiana Arts Content StandardsPage 710
05/22/975.Organizing Information: Students effectively sort, manipulate, and organize theinformation that was retrieved. They make decisions on how to use and communicatetheir findings.6.Presenting Findings: Students apply and communicate what they have learned (e.g.,research report, project, illustration, dramatization, portfolio, book, book report, map,oral/audio/visual presentation, game, bibliography, hyperstack).7.Evaluating Efforts: Throughout the information problem solving process, studentsevaluate their efforts. This assists students in determining the effectiveness of theresearch process. The final product may be evaluated by the teacher and also otherqualified or interested resource persons.Louisiana Arts Content StandardsPage 811
05/22/97LOUISIANA ARTS STRANDSCREATIVE EXPRESSIONAESTHETIC PERCEPTIONHISTORICAL AND CULTURAL PERCEPTIONCRITICAL ANALYSIS12Louisiana Arts Content StandardsPage 9
05/22/97LOUISIANA ARTS CONTENT STANDARDSCREATIVE EXPRESSIONStudents develop creative expression through the application of knowledge, ideas, skills, andorganizational abilities.AESTHETIC PERCEPTIONStudents develop aesthetic perception through the knowledge of art forms and respect forcommonalities and differences.HISTORICAL AND CULTURAL PERCEPTIONStudents develop historical and cultural perception by recognizing and understanding that thearts throughout history are a record of human experience with a past, present, and future.CRITICAL ANALYSISStudents make informed judgments about the arts by developing critical analysis skillsthrough study of and exposure to the arts.Louisiana Arts Content StandardsPage 1013
05/22/97DANCELouisiana Arts Content StandardsPage 1114
05/22/97CREATIVE EXPRESSIONFOCUSCreative expression opens an avenue for the application of individual ideas, feelings, andexpressions. The use of a variety of media and techniques provides an opportunity for theindividual to develop, organize, and interpret knowledge for communication. The skills ofanalysis, problem solving', cooperative involvement, and disciplined behavior contribute to asuccessful school environment and prepare the individual to become a productive member ofsociety.STANDARDStudents develop creative expression through the application of knowledge, ideas, skills, andorganizational abilities.BENCHMARKS K-4In Grades K-4, what students know and are able to do includes:CE-1D-E1exploring and identifying the elements of dance by responding to varied stimuliwith spontaneous movement;(2, 4)CE-1D-E2executing improvised and set movement patterns individually and in groups;(2, 5)CE-1D-E3identifying and performing creative movement and dance patterns with prideto peers in a classroom setting;(5)CE-1D-E4using technique and expanding movement vocabulary to demonstrate anawareness of space and the ability to move safely;(2)CE-1D-E5accurately performing basic skills and techniques in several dance styles;(2, 5)CE-1D-E6demonstrating an understanding of the relationship among dance, other arts,and disciplines outside the arts.Louisiana Arts Content StandardsPage 1215
05/22/97(3, 4)BENCHMARKS 5-8In Grades5-8,CE-1D-M1what students know and are able to do includes:utilizing the elements of dance in improvisations which demonstrate elementaryform and structure;(1, 2)CE-1D-M2shaping phrases, studies, and dance pieces to meet criteria for specific danceforms;(2, 4)CE-1D-M3identifying and performing elementary compositions for the classroom and theentire school community;(1, 4, 5)CE-1D-M4demonstrating self-monitoring and effective use of space, while improvingtechnique and expanding movement vocabulary;(1, 2, 4)CE-1D-M5developing, presenting, and evaluating a movement study designed to displayskills and techniques in original and traditional dance and movement studies;(2, 3, 4)CE-1D-M6exploring and identifying the relationship among dance, other arts, anddisciplines outside the arts.(3, 4, 5)BENCHMARKS 9-12In Grades 9-12, what students know and are able to do includes:CE-1D-H1recognizing and utilizing an expanded vocabulary of the elements of danceappropriate to level of training;(1, 2, 4)CE-1D-H2communicting individual concepts using specific dance forms and structures;(2, 3, 4)Louisiana Arts Content StandardsPage 1318
05/22/97CE-1D-H3identifying and performing creative movement and dance patterns in solo, duet,and small groups, with pride and clarity;(4, 5)CE-1D-H4incorporating self-evaluation and external evaluation to refine performanceskills;(4, 5)CE-1D-H5presenting and evaluating original and established dances and movementstudies;(1, 2, 4)CE-1D-H6recognizing the relationship among dance, other arts, and disciplines outside thearts.(3, 4, 5)Louisiana Arts Content StandardsPage 14
05/22/97AESTHETIC PERCEPTIONFOCUSThe study of aesthetics, or the philosophy of the arts, supplies the individual with a structurefor analyzing, interpreting, and responding to the arts. An understanding of aestheticsempowers the individual to make informed personal interpretations of artistic expressions andto develop an awareness for the concepts and ideas of others. The individual questionsconcepts, weighs evidence and information, examines intuitive reactions, and developspersonal conclusions about the values in works of art.STANDARDStudents will develop aesthetic perception through the knowledge of art forms and respect forcommonalities and differences.BENCHMARKS K-4In Grades K-4, what students know and are able to do includes:AP-2D-E1using elementary dance vocabulary to critique individual work and that ofothers;(1, 5)AP-2D-E2developing and communicating an appreciation through dance for the ideas andcreations of others;(1, 5)AP-2D-E3communicating an awareness of the many choices available in the creativeprocess of choreography;(1, 3, 4)AP-2D-E4discussing moods created by the works of the great choreographers;(1, 3)AP-2D-E5recognizing that there are differences between styles of dance.(4, 5)Louisiana Arts Content StandardsPage 1518
05/22/97BENCHMARKS 5-8In Grades 5-8, what students know and are able to do includes:AP-2D-M1using dance vocabulary to respond to the aesthetic qualities of dance;(1, 2, 4)AP-2D-M2recognizing that the concept of beauty differs from culture to culture;(1, 4, 5)AP-2D-M3expressing through works and discussion the relation of the role ofchoreography to culture and environment;(1, 3, 4)AP-2D-M4communicating new ideas, possibilities, options, and situations pertaining to theworld of dance;(1, 3, 4)AP-2D-M5reflecting upon and distinguishing differences among styles of dance.(1, 4, 5)BENCHMARKS 9-12In Grades 9-12, what students know and are able to do includes:AP-2D-H1using an expanded vocabulary when responding to the aesthetic qualities ofdance;(1, 2, 4)AP-2D-H2analyzing the unique characteristics of dance as it reflects the quality ofeveryday life in various cultures;(1, 2, 3, 4, 5)AP-2D-H3using descriptors, analogies, and other metaphors to express the impact ofdance on our senses, intellects, and emotions;(1, 4)AP-2D-H4assimilating and communicating the multiple possibilities and options availablein dance;(1, 4, 5)AP-2D-H5questioning/weighing evidence and information, examining intuitive reactions,and drawing personal conclusions about dance.Louisiana Arts Content StandardsPage 1619
05/22/97(2, 4)HISTORICAL AND CULTURAL PERCEPTIONFOCUSHistorical and cultural perception is the vehicle for understanding works of art in time andplace. The arts survive through times of interruption and neglect; they outlive governments,creeds, and societies and even the civilizations that spawned them. The artist is a harbingerof change, a translator of social thought, an analyst of cultures, a poetic scientist, and arecorder of history. To understand creative output in the history of the arts is to understandhistory itself.STANDARDStudents will develop historical and cultural perception by recognizing and understanding thatthe arts throughout history are a record of human experience with a past, present, and future.BENCHMARKS K-4In Grades K-4, what students know and are able to do includes:HP-3D-E1exploring and discussing why humans danced throughout history;(1, 5)HP-3D-E2understanding dance is a universal language that plays a role in every culture;(4, 5)HP-3D-E3demonstrating various dance styles from a variety of cultures;(3, 4)HP-3D-E4exploring the basic components of various arts disciplines through dancemovement.(2, 3, 4)BENCHMARKS 5-8.In Grades 5-8, what students know and are able to do includes:HP-3D-M1identifying different dance styles from historical, contemporary, and culturalperspectives;(1, 3, 4, 5)Louisiana Arts Content StandardsPage 1720
05/22/97HP-3D-M2analyzing how time and place affect the dances of various cultures throughouthistory;(4, 5)HP-3D-M3identifying universal themes and values of various cultures as they are exhibitedin dance;(1, 5)HP-3D-M4utilizing the basic arts components in dance studies.(5)BENCHMARKS 9-12In Grades 9-12, what students know and are able to do includes:HP-3D-H1recognizing and understanding that dance throughout history is a record ofhuman experience with a past, present, and future;(3, 4, 5)HP-3D-H2recognizing and relating great works and great performers who have createdthe traditions of dance and shaped its history;(4, 5)HP-3D-H3comparing and contrasting dance works as forms of artistic performance andcultural expression;(3, 4, 5)HP-3D-H4developing and presenting a multidisciplinary dance project including a varietyof disciplines.(1, 3, 4)Louisiana Arts Content StandardsPage 1821
05/22/97CRITICAL ANALYSISFOCUSCritical analysis is the process of inquiry associated with an individual's knowledge of the arts.Communication about the arts in a structured way provides the individual with means toobserve, describe, analyze, interpret, and make critical, reasoned judgments about the formand content of the arts.STANDARDStudents will make informed judgments about the arts by developing critical analysis skillsthrough study of and exposure to the arts.BENCHMARKS K-4In Grades K-4, what students know and are able to do includes:CA-4D-E1observing and studying the elementary movements of dance;(2)CA-4D-E2identifying basic examples of the dance elements in various dance experiences;(1, 4)CA-4D-E3exploring and discussing sequence in a performance;(1, 2)CA-4D-E4recognizing basic differences in the processes of creating, performing, andobserving dance;(4, 5)CA-4D-E5communicating individual feelings toward the dance experience.(1, 5)BENCHMARKS 5-8In Grades 5-8, what students know and are able to do includes:CA-4D-M1recognizing the content and expression of various dance styles;(1, 2)Louisiana Arts Content StandardsPage 1922
05/22/97CA-4D-M2recognizing how elements of dance communicate the choreographic intent;(1, 2)CA-4D-M3describing the use of aesthetic principles (unity, harmony, contrast, continuity,variety, sequence transition, and climax) in dance;(1, 2, 4)CA-4D-M4comparing and contrasting the differing roles in the process of creating,performing, and observing dance;(1, 2, 5)CA-4D-M5introducing and applying dance vocabulary in dance critique.(1, 2, 5)BENCHMARKS 9-12In Grades 9-12, what students know and are able to do includes:CA-4D-H1developing a criterion for forming personal preferences and opinions of dancestyles;(4, 5)CA-4D-H2describing and demonstrating the choreographic intent of dance;(1, 2)CA-4D-H3applying aesthetic principles and choreographic criteria to critique dance;(1, 2 ,3, 4)CA-4D-H4using aesthetic principles and factors to establish individual attitudes towardcreating, performing, and observing dance;(1, 2, 4, 5)CA-4D-H5expanding the ability to communicate and to justify aesthetic responses to thedance experience.(1, 2, 4, 5)Louisiana Arts Content StandardsPage 2023
05/22/97SECTION 1: DANCECREATIVE EXPRESSIONWhat students know and are able to do includes:5-89-12exploring and identifying theelements of dance byresponding to varied stimuliwith spontaneous movement;utilizing the elements of dancein improvisations whichdemonstrate elementary formand structure;recognizing and utilizing anexpanded vocabulary of theelements of dance appropriateto level of training;(2, 4)(1, 2)(1, 2, 4)executing improvised and setmovement patternsindividually and in groups;(2, 5)shaping phrases, studies, anddance pieces to meet criteriafor specific dance forms;communicating individualconcepts using specific danceforms and structures;(2, 4)(2, 3, 4)identifying and performingwith pride creative movementand dance patterns with pridefor peers in a classroomsetting;identifying and performingelementary compositions forthe classroom and the entireschool community;identifying and performingcreative movement and dancepatterns in solo, duet, andsmall groups, with pride andclarity;K-4GRADECLUSTERBenchmark 1Benchmark 2Benchmark 3(1, 4, 5)(4, 5)(5)Benchmark 4Benchmark 5using technique andexpanding movementvocabulary to demonstrate anawareness of space and theability to move safely;demonstrating self-monitoringand effective use of spacewhile improving techniqueand expanding movementvocabulary;(2)(1, 2, 4)accurately performing basicskills and techniques in severaldance styles;developing, presenting, andevaluating a movement studydesigned to display skills andtechniques in original andtraditional dance andmovement studies;(2, 5)incorporating self-evaluationand external evaluation torefine performance skills;(4, 5)presenting and evaluatingoriginal and establisheddances and movement studies;(1, 2, 4)(2, 3, 4)Louisiana Arts Content StandardsPage 2124
05/22/97K-4GRADECLUSTERBenchmark 69-125-8demonstrating anunderstanding of therelationship among dance,other arts, and disciplinesoutside the arts.exploring and identifyingrelationships among dance,other arts, and disciplinesoutside the arts.recognizing relationshipsamong dance, other arts, anddisciplines outside the arts.(3, 4, 5)(3, 4, 5)(3, 4)SECTION 1: DANCEAESTHETIC PERCEPTIONWhat students know and are able to do includes:K-4GRADECLUSTERBenchmark 1Using elementary dancevocabulary to critiqueindividual work and that ofothers;9-125-8Using dance vocabulary torespond to the aestheticqualities of dance;(1, 2, 4)(1, 5)Using an expandedvocabulary whenresponding to theaesthetic qualities ofdance;(1, 2, 4)Benchmark 2Benchmark 3Developing andcommunicating anappreciation through dancefor the ideas and creations ofothers;(1, 5)Recognizing that the conceptof beauty differs from cultureto culture;Communicating an awarenessof the many choices availablein the creative process ofchoreography;Expressing through works anddiscussion the relation of therole of choreography toculture and environment;(1, 3, 4)(1, 3, 4)(1, 4, 5)Analyzing the uniquecharacteristics of dance asit reflects the quality ofeveryday life in variouscultures;(1, 2, 3, 4, 5)Using descriptors,analogies, and othermetaphors to express theimpact of dance on oursenses, intellects, andemotions;(1, 4)Louisiana Arts Content StandardsPage 222 r-D
05/22/97K-4GRADECLUSTERBenchmark 4Discussing moods created bythe works of the greatchoreographers;(1, 3)5-8Communicating new ideas,possibilities, options, andsituations pertaining to theworld of dance;(1, 3, 4)Benchmark 5Recognizing that there aredifferences between styles ofdance.Reflecting upon anddistinguishing differencesamong styles of dance.(4, 5)(1, 4, 5)9-12Assimilating andcommunicating themultiple possibilities andoptions available in dance;(1, 4, 5)Questioning/weighingevidence and information,examining intuitivereactions, and drawingpersonal conclusionsabout dance.(2, 4)Louisiana Arts Content StandardsPage 2328
05/22/97SECTION 1: DANCEHISTORICAL AND CULTURAL PERCEPTIONWhat students know and are able to do includes:GRADECLUSTERK-4Benchmark 1Exploring and discussing whyhumans danced throughouthistory;(1, 5)Identifying different dancestyles from historical,contemporary, and culturalperspectives;(1, 3, 4, 5)Benchmark 29-125-8Understanding dance is auniversal language that playsa role in every culture;Analyzing how time and placeaffect the dances of variouscultures throughout history;(4, 5)(4, 5)Recognizing andunderstanding that dancethroughout history is arecord of humanexperience, with a past,present, and future;(3, 4, 5)Recognizing and relatinggreat works to greatperformers who havecreated the traditions ofdance and shaped itshistory;(4, 5)Benchmark 3Demonstrating
DOCUMENT RESUME. ED 430 872 SO 030 578. TITLE Louisiana Arts Content Standards. State Standards for. . The arts, dance, theatre arts, visual arts, and music are fundamental to the intellectual, social, . be integrated across all content areas, utilizing fully the resources of the classroom, the
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Louisiana Purchase PowerPoint Notes Answer Key Louisiana 1. Louisiana was the large area west of the Mississippi River. 2. 1762 - Louisiana was given to Spain after the French & Indian War. 3. 1800 - France took control of Louisiana New Orleans 4. What was the largest port in Louisiana? New Orleans 5. What were the American farmers worried .
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DOCUMENT RESUME. ED 417 120 SO 028 603. AUTHOR Harris, Brad, Ed. TITLE Louisiana Cultural Resources Directory 2. INSTITUTION Louisiana State Arts Council, Baton Rouge.; Louisiana State. Div. of the Arts, Baton Rouge. PUB DATE 1996-00-00 NOTE. 205p. AVAILABLE FROM L
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A Brief History of Louisiana to 1812 The Louisiana of today bears little resemblance to the vaguely defined territory acquired by the United States from France in 1803 for 15 million. At the time of the Louisiana Purchase no one could present any maps or documents that delineated the boundaries of the province with reasonable accuracy.
Mini-course on Rough Paths (TU Wien, 2009) P.K. Friz, Last update: 20 Jan 2009. Contents Chapter 1. Rough Paths 1 1. On control ODEs 1 2. The algebra of iterated integrals 6 3. Rough Path Spaces 14 4. Rough Path Estimates for ODEs I 20 5. Rough Paths Estimates for ODEs II 23 6. Rough Di erential Equations 25 Chapter 2. Applications to Stochastic Analysis 29 1. Enhanced Brownian motion as .
