Tennessee Academic Standards For Fine Arts

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epartmen! ofIMI. Educat1on--Tennessee AcademicStandards for Fine ArtsTennessee Department of Education Summer 2018

Tennessee Academic Standards for Fine Arts EducationIntroduction . 1DanceIntroduction to Dance and Theatre . . . 8Dance K-5 Standards. . . .11Dance 6-8 Standards. . . .28Dance 9-12 Standards. . . 45TheatreTheatre K-5 Standards. . .62Theatre 6-8 Standards . . .78Theatre 9-12 Standards. . . .91Media ArtsIntroduction to Media Arts . 106Media Arts K-12 Standards . .111Visual ArtsIntroduction to Visual Arts . 137Visual Arts K-12 Standards . .145MusicGeneral Music K-5 Standards . . .167General Music 6-8 Standards . .184General Music 9-12 Standards . 195Instrumental Music 6-8 Standards . .203Instrumental Music 9-12 Standards . 214Vocal Music 6-8 Standards .227Vocal Music 9-12 Standards . 238Music Theory 9-12 Standards . .251Music Glossary .259

Tennessee Academic Standards for Fine Arts EducationIntroductionAs states are pursuing raised standards for student learning, it is important to recognizethe essential role of arts education in the development of well-rounded studentspreparing for college, career, and life readiness. In fact, Tennessee has madesignificant artistic contributions across the national landscape, and Tennessee’s schoolteachers and leaders will undoubtedly play an important role in nurturing environmentsof creativity and innovation that will lead to even greater contributions.Tennessee Arts Education at a glanceThe federal Every Student Succeeds Act (ESSA) lists the arts and music as a part of a“well-rounded” education, and Tennessee schools offer a rich history of supporting artseducation. Tennessee is recognized nationally for significant contributions in arts andculture, and the state academic standards for arts education contribute to increasedstudent access for quality arts education that impacts college, career, and life readinessfor Tennessee students. While Tenn. Code Ann. §49-6-1025 speaks to visual art andmusic instruction for grades K-8, schools also offer courses in dance, theatre, andmedia arts instruction.(a) The course of instruction in all public schools for kindergarten through gradeeight (K-8) shall include art and music education to help each student fostercreative thinking, spatial learning, discipline, craftsmanship and the intrinsicrewards of hard work.(b) Local boards of education are encouraged to fully implement the art andmusic curriculum adopted by the board of education through both art and musicclasses, as well as integration into other core academic subjects.In addition, Tennessee graduation requirements stipulate one full credit of fine arts, andmany students elect to focus concentration on sequential course offerings in multiplearts disciplines, including visual arts, dance, media arts, theatre, and vocal andinstrumental music. As the economic development of Tennessee becomes increasinglydependent upon skills and outcomes that are embedded in the Tennessee Standardsfor Arts Education, such as critical and creative thinking, problem solving, collaboration,reflection, and persistence, it will become even more important to ensure thatTennessee students are engaged in sequential standards-based arts instruction. Artseducation can also reach a diversity of learners by embodying learning modalities,helping all students learn. For these reasons and others, it is important to consider1

several supporting factors when implementing the Tennessee Standards for ArtsEducation. The National Association for Music Education and the National Art EducationAssociation have developed National Opportunity to Learn Standards to correspond tothe implementation of standards-based arts education instruction, and local boards ofeducation are encouraged to implement the support needed to facilitate quality fine artsinstruction.2016 Revision Process OverviewThe Tennessee State Board of Education and the project leadership team partneredwith multiple arts agencies such as state arts education teachers associations, highereducation institutions, and arts education leadership councils in order to create anddisseminate a stakeholder feedback survey and recruit nominations for the writing teamapplication process. After the writing team was selected, they conducted a carefulexamination of the data from the state arts education standards feedback survey andcreated principles to guide the development of the 2016 Standards for Arts Education.The resulting standards are organized in a way that brings more unity to all of the artsdisciplines while maintaining the integrity of each specific content area. It is an attemptto bring the rich content of the previous standards to more modern understandings ofstandards so that districts can create high quality curriculum guides and students canhave the most robust arts learning possible. If implemented with fidelity, the goal of therevised standards will be to teach all students to become quality artists capable of notonly performing and creating artistic works with great fidelity, but also expressingmeaning and understanding through the arts.The next section will explain the overarching framework that houses the standards. It isimportant to note that some content areas will present the information in a differentsequence in order to bring focus to the standards. For example, you may see the“Create” domain appear first in Visual Arts while the “Perform” domain appears first formusic. This is not a mistake but an intentional presentation of the priorities for the majorwork of the content area. It is also important to note the major difference in visualpresentation between previous state standards versions and the current drafts (not infinal format versions). The previous standards were essentially a listing of 6-9(depending on the specific arts content area) statements followed by a listing ofgrade/level specific performance indicators. Eleven foundational statements consistentamong all of the arts content areas guide the updated standards, and the actualstandards that follow are content and grade/level specific. Another significantconsideration is that, depending on the particular grade and content area, not all of the11 foundations are weighted equally in terms of expected instructional time orimportance towards comprehensive artistic growth. Each content area and grade level2

will refer to the “major work of the grade” to communicate which foundations areexpected to be prioritized in order for students to gain mastery consistent with collegeand career readiness in the specific art form.Shared between all fine arts disciplines are the eleven foundations and the fouroverarching domains. The Tennessee Portfolio of Student Growth System implementedthe use of the “Perform, Create, Respond, and Connect” Domains in 2011, and the2016 Standards for Arts Education continue to group all of the revised standards insimilar domains, listed below. It is important to keep in mind that the order of thedomains will depend on each specific content area.Domains:P Perform (Music, Dance, Theatre); Present (Visual Arts) Produce; (Media Arts)Cr CreateR RespondCo ConnectAs mentioned previously, each domain has two or three “foundations” that are commonamong all fine arts disciplines, totaling eleven overarching statements of requisitebehaviors for artistic growth. Again, it is important to keep in mind that that not allfoundations are implied to be weighted equally. The weighting changes depending onthe grade and course expectations for the specific fine arts disciplines.Foundations:P Perform (Music, Dance, Theatre); Present (Visual Arts); Produce (Media Arts)1. Select, analyze, and interpret artistic work for performance/presentation/production.2. Develop and refine artistic techniques and work for performance/presentation/production.3. Convey and express meaning through the performance/presentation/productionof artistic work.Cr Create1. Generate and conceptualize artistic ideas and work.2. Organize and develop artistic ideas and work.3. Refine and complete artistic work.3

R Respond1. Perceive and analyze artistic work.2. Interpret intent and meaning in artistic work.3. Apply criteria to evaluate artistic work.Co Connect1. Synthesize and relate knowledge and personal experiences to artistic endeavors.2. Relate artistic ideas and works with societal, cultural, and historical context.A Guide to the Coding of the Updated StandardsThe standards are coded with the grade level, content area, domain, foundation, and aletter might also be used to delineate subsections of the particular foundation. Somefoundations will contain more standards than other, depending on the content and gradelevel.Examples:K.VA.P.1.A Select art objects for personal portfolio and display, explaining why theywere chosen.Kindergarten (K) is the grade, Visual Arts (VA) is the content, Present (P) is the domain,1 is the foundation “Select, analyze, and interpret artistic work for presentation”, and Ais the actual standard.6.IM.P.2.C Demonstrate musical literacy on the instrument, individually and in ensemblesettings, by adequately sight-reading a varied repertoire of music. For example:Demonstrate an understanding of basic elements associated with successful sightreading.Sixth Grade (6) is the grade, Instrumental Music (IM) is the content, Perform (P) is thedomain, 2 is the foundation “Develop and refine artistic techniques and work forperformance”, and C is the third standard under this foundation.4

Additional ConsiderationsThe following are several considerations to provide context around the revisedstandards for arts education:1. Literacy in the Arts ClassroomsLiteracy is an important concept in all academic areas. Rather than being a stand-alonesubject area, literacy provides a pathway for cognition, enabling students to learncontent efficiently and express themselves effectively. The arts, like all subject areas,help to reinforce literacy through the careful study of discipline specific vocabulary, thereview of primary sources in the content, and a variety of engagement opportunitiesspecifically in the artistic domains of “Respond” and “Connect”. However, thepredominance of Tennessee Standards for Arts Education prioritizes the principles ofartistic literacy, such as visual thinking strategies, aural literacy (audiation), and notationliteracy (decoding symbolic systems of music notation to create and interpret meaning).To the goals of college and career readiness, it would be counter productive for schoolleaders to suggest that an arts teacher limit the implementation of the TennesseeStandards for Arts Education during instructional time in order to reinforce learning inEnglish language arts classrooms. Arts teachers’ instructional efforts are best leveragedwhen creating synergy towards the multiple meanings of literacy instruction, and themultiple meanings are embedded as appropriate to each arts discipline in theTennessee Standards for Arts Education.2. Major Work of the GradeAs previously noted, the specific grade level and discipline within the arts will prioritizeinstructional time within certain foundations. Not all of the content in a givengrade/course is emphasized equally in the standards. Some foundations require greateremphasis than others based on the depth of the ideas, the time that they take to master,and/or their importance to arts learning or the demands of college and career readiness.In addition, an intense focus on the most critical material at each grade allows depth inlearning. That is not to say the other foundations are not important, only that the urgencytowards mastery does not require the same amount of instructional time dependingon the course and experience level of the young artists. For example, itmight be common in level one beginning band and orchestra to prioritize instructionaltime in foundation P2 “Develop and refine artistic techniques and work for performance”and, for example, prioritize P3 “Convey and express meaning through the performance”more heavily as the student progresses though the middle school and high schoolslevels of instrumental music. While P1 “Select, analyze, and interpret artistic work forperformance” would be covered during instruction, the relative instructional time neededto achieve the standards would not be comparable.5

3. Grade BandsWithin the Tennessee Standards for Arts Education, elementary school is defined asgrades K-5; middle school as grades 6-8; and high school as grades 9-12. It isimportant to note that in some content areas, the student point of entry is dependentupon certain factors and districts should exercise care when developing curriculummaps and course offerings. For example, to become college ready in most ensemblebased performing arts coursework, instruction should start in middle school andprogress sequentially through high school. The Tennessee Standards for ArtsEducation are constructed to reflect this common expectation.4. Opportunity to Learn StandardsThe Tennessee Standards for Arts Education are written to reflect conditions describedin the basic level programing from the National Opportunity to Learn Standards forMusic and Arts Education.6

Leaders, Writers, and Review Team MembersVisual Arts and Media ArtsHeather Casteel, Division LeadAmanda GalbraithTed EdingerJim DodsonMichelle AyersJessica RobertsKerry StacyCephas AblakwaTheatre and DanceJames Wells, Division LeadDeb PerrySarah HobbsAaron MillerLynnea HunterCarrie PauloSaralyn ArchibaldKaren WilsonMusicSusan Waters, Division LeadDr. Eric Branscome, Associate Division LeadDavid PotterSarah CummingsAtticus HensleyEmily FrizzellRobbin JohnstonJennifer ConwayKim McLemoreRoland WilsonDr. Jamila L. McWhirterBrad FoustMelissa DufrechouRichard BrownProject ChairDr. Dru Davison7

epartmen! ofIMI. Educat1on--Dance and TheatreTennessee Academic Standards for Fine ArtsTennessee Department of Education Summer 2018

Tennessee Academic Standards for Fine Arts EducationDance and Theatre IntroductionThe fine arts have always been an intrinsic part of a quality, well-rounded education—the kind of education Tennessee educators strive every day to offer our students. Theincorporation of dance into public school education offers many of the necessary lifeskills that will help students to be productive and successful citizens in society, inaddition to preparing students for paths of dance at the collegiate or possible careerlevel. The skills offered through the arts, and in dance specifically, are exactly thoseTennesseans strive to teach our students in all disciplines: positive self-expression andself-confidence, productive communication, teamwork and collaboration, critical analysisand evaluation, self-discipline, a strong work ethic, and the motivation to continuouslystrive towards excellence in any given task. To that end, these new teaching standardsfor dance serve to give all stakeholders in our students’ education—teachers, parents,administrators, students, and community members—a rigorous and effective tool tofacilitate dance education in our schools.When writing these new standards, the writing team relied on the National Core ArtsStandards (NCAS), a voluntary framework to guide arts education across America.(Read more about the NCAS here.) In the foreword to the NCAS it states,The central purposes of education standards are to identify the learningthat we want for all of our students and to drive improvement in the systemthat delivers that learning. Standards, therefore, should embody the keyconcepts, processes and traditions of study in each subject area, andarticulate the aspirations of those invested in our schools—students,teachers, administrators, and the community at large.With this explanation in mind, these standards were built the framework of the NCASwhich is built on four key domains: Creating, Performing/Presenting/Producing,Connecting, and Responding. Within each of these domains are foundations andstandards to support the development of curriculum, programs, and learning in dance.By keeping the domains and foundations of the NCAS, there is continuity not onlyacross fine arts in Tennessee, but also across the US.Each domain houses standards for each grade level through grade 8; then, standardsfor varying levels of dance and theatre proficiency in high school: beginner (HS1),intermediate (HS2), advanced (HS3), and pre-professional (HS4). There are instanceswhere the standards between (HS3) and (HS4) look similar at each level. In theseinstances, the underlying concepts should increase in rigor from year to year.This framework allows for greater teacher flexibility while also increasing rigor in thediscipline and keeping many of the positive elements from the original Tennessee statestandards. On the following page is an outline for a suggested progression through thefoundations, intended to help guide instructors through the new format and language of8

the dance standards.Overall, this updated set of standards is designed for teacher flexibility. Teachers arethe best judges of how to plan, build, implement, assess, and differentiate instruction.Teachers have access to and support from a variety of resources and should be able touse those resources in the way they see fit to best facilitate their instruction. Thesestandards are purposefully broad for the sake of district curriculum development.Tennessee is a broad and diverse state with many cultures, practices, and values. It isimportant that every district be given autonomy to design a curriculum that is authenticto their population.9

Artistic Processes1994 NationalStandards / TNNew FoundationsPerformanceStandards1. Select, analyze, &interpret artistic work forpresentation, performance,production.PerformElements and Skills2. Develop and refine artistictechniques and work forpresentation, performance,production.See grade level3. Express meaning throughthe presentation,performance, production ofartistic work.ChoreographyCreateCreativity andCommunication4. Generate andconceptualize artistic ideasand work.5. Organize and developartistic ideas and work.6. Refine and completeartistic work.7. Perceive and analyzeartistic work.RespondCriticism andAnalysis8. Interpret intent andmeaning in artistic work.9. Apply criteria to evaluateartistic disciplinaryConnections10. Synthesize and relateknowledge and personalexperiences to artisticendeavors.11. Relate artistic works withsocietal, cultural andhistorical context.10

Dance K-5 DDOMAIN: PerformFoundation P1Select, analyze, and interpret artistic work for presentation/performance/production.Standard D.P1.AGrade LevelStandardsKK.D.P1.A Make still and moving body shapes that show lines (e.g., straight,bent, and curved), change levels, and vary in size (large/small). Join withothers to make a circle formation and work with others to change dimensions.11.D.P1.A Demonstrate locomotor and non-locomotor movements that changebody shapes, levels, and facings. Move in straight, curved, and zig-zaggedpathways. Find and return to place in space. Move with others to form straightlines and circles.22.D.P1.A Demonstrate clear directionality and intent when performinglocomotor and non-locomotor movements that change body shapes, facings,and pathways in space. Identify symmetrical and asymmetrical body shapesand examine relationships between body parts.

arts disciplines, including visual arts, dance, media arts, theatre, and vocal and instrumental music. As the economic development of Tennessee becomes increasingly dependent upon skills and outcomes that are embedded in the Tennessee Standards for Arts Education, such as critical and creative thinking, problem solving, collaboration,

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