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Part LI. Bulletin 1963—Louisiana Arts Content Standards
Chapter 1. General Provisions 1
§101. Introduction 1
§103. Standards of Arts Education 1
§105. Definitions 1
§107. Foundation Skills 2
Chapter 3. Dance 2
Subchapter A. Creative Expression 2
§301. Purpose 2
§303. Benchmarks K-4 3
§305. Benchmarks 5-8 3
§307. Benchmarks 9-12 3
§309. Creative Expression—Grade Cluster 3
Subchapter B. Aesthetic Perception 4
§311. Purpose 4
§313. Benchmarks K-4 4
§315. Benchmarks 5-8 4
§317. Benchmarks 9-12 4
§319. Aesthetic Perception—Grade Cluster 5
Subchapter C. Historical and Cultural Perspective 5
§321. Purpose 5
§323. Benchmarks K-4 5
§325. Benchmarks 5-8 5
§327. Benchmarks 9–12 6
§329. Historical and Cultural Perspective Grade Cluster 6
Subchapter D. Critical Analysis 6
§331. Purpose 6
§333. Benchmarks K-4 6
§335. Benchmarks 5-8 7
§337. Benchmarks 9-12 7
§339. Critical Analysis—Grade Cluster 7
Chapter 5. Music 7
Subchapter A. Creative Expression 7
§501. Purpose 7
§503. Benchmarks K-4 7
§505. Benchmarks 5–8 8
§507. Benchmarks 9-12 8
§509. Creative Expression—Grade Cluster 8
Subchapter B. Aesthetic Perception 8
§511. Purpose 8
§513. Benchmarks K-4 9
§515. Benchmarks 5-8 9
§517. Benchmarks 9-12 9
§519. Aesthetic Perception—Grade Cluster 9
Subchapter C. Historical and Cultural Perspective 10
§521. Purpose 10
§523. Benchmarks K-4 10
§525. Benchmarks 5-8 10
§527. Benchmarks 9–12 10
§529. Historical and Cultural Perspective—Grade Cluster 11
Subchapter D. Critical Analysis 11
§531. Purpose 11
§533. Benchmarks K-4 11
§535. Benchmarks 5-8 11
§537. Benchmarks 9-12 12
§539. Critical Analysis—Grade Cluster 12
Chapter 7. Theatre Arts 12
Subchapter A. Creative Expression 12
§701. Purpose 12
§703. Benchmarks K-4 12
§705. Benchmarks 5-8 13
§707. Benchmarks 9-12 13
§709. Creative Expression—Grade Cluster 13
Subchapter B. Aesthetic Perception 14
§711. Purpose 14
§713. Benchmarks K-4 14
§715. Benchmarks 5-8 14
§717. Benchmarks 9-12 14
§719. Aesthetic Perception—Grade Cluster 15
Subchapter C. Historical and Cultural Perspective 15
§721. Purpose 15
§723. Benchmarks K-4 15
§725. Benchmarks 5-8 15
§727. Benchmarks 9-12 16
§729. Historical and Cultural Perspective Grade Cluster 16
Subchapter D. Critical Analysis 16
§731. Purpose 16
§733. Benchmarks K–4 16
§735. Benchmarks 5-8 17
§737. Benchmarks 9-12 17
§739. Critical Analysis—Grade Cluster 17
Chapter 9. Visual Arts 18
Subchapter A. Creative Expression 18
§901. Purpose 18
§903. Benchmarks K-4 18
§905. Benchmarks 5-8 18
§907. Benchmarks 9-12 18
§909. Creative Expression—Grade Cluster 18
Subchapter B. Aesthetic Perception 19
§911. Purpose 19
§913. Benchmarks K-4 19
§915. Benchmarks 5-8 19
§917. Benchmarks 9-12 20
§919. Aesthetic Perception(Grade Cluster 20
Subchapter C. Historical and Cultural Perspective 20
§921. Purpose 20
§923. Benchmarks K-4 20
§925. Benchmarks 5-8 21
§927. Benchmarks 9-12 21
§929. Historical and Cultural Perspective Grade Cluster 21
Subchapter D. Critical Analysis 22
§931. Purpose 22
§933. Benchmarks K-4 22
§935. Benchmarks 5-8 22
§937. Benchmarks 9-12 22
§939. Critical Analysis—Grade Cluster 22
Title 28
EDUCATION
PART LI. BULLETIN 1963—LOUISIANA ARTS CONTENT STANDARDS
Chapter 1. General Provisions
§101. Introduction
A. The arts―dance, music, theatre arts, and visual arts, are fundamental to the intellectual, social, emotional, and physical development of Louisiana students in the twenty-first century. The arts draw on a range of intelligence, aesthetics, and learning styles not addressed in most educational environments.
B. 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 experiences with confidence and to communicate their feelings and viewpoints through appropriate creative outlets.
C. Business demands workers who possess an ability to communicate, to be flexible, and to diagnose problems and find creative solutions. The arts preceded speech as man's first language; they assisted in the development of the skills of communication and the integration of basic skills of reading, writing, science, and mathematics. These skills help students shape their lives, their communities, and their nation. The arts make all subjects come alive.
D. The Louisiana Arts Content Standards bring together the basic content of the four disciplines of dance, music, theatre arts, and visual arts, into one common set of standards essential for a comprehensive arts education. The twenty-first century, the age of information, requires more from the next generation of students. The relevance of education in a rapidly changing society will depend on converging the aims of education and the workforce for well-rounded, educated students who will be productive members of society. The arts will assist in the achievement of these aims with the implementation of these rigorous and challenging content standards.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:209 (February 2004).
§103. Standards of Arts Education
A. Creative Expression. Creative Expression is the ability to imagine, organize and interpret ideas for expression in the process of creating and producing art forms which involve inspiration, analysis, and problem solving.
1. Standard. Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities, and imagination.
B. Aesthetic Perception. Aesthetic Perception is the ability to perceive the unique characteristics of natural environments and human creations, to respond to aesthetic ideas and experiences, and to develop awareness of beauty and meaning in the arts.
1. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their commonalties and differences.
C. Historical and Cultural Perspective. Historical and Cultural Perspective is the ability to recognize the arts as a reflection of individual and cultural expression and to appreciate the aspects of history and human experience.
1. Standard. Students develop historical and cultural perspective by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.
D. Critical Analysis. Critical Analysis is the ability to interpret, analyze and synthesize the performing and visual arts to form judgments based on sufficient and appropriate criteria.
1. Standard. Students make informed verbal and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:209 (February 2004).
§105. Definitions
Assessment―a process through which evidence is gathered in a range of content areas to determine both a student's understanding and the ability to apply that understanding.
Benchmark―a broad statement of process and/or content that is used as a reference to develop curricula and to assess student progress.
Content Area―a field of study or branch of knowledge formally referred to as a subject area or discipline.
Content Standard―a description of what students should know and be able to do through subject matter, knowledge, proficiencies, etc., gained as a result of their education.
Focus―a statement describing the importance of a content strand.
Foundation Skills―processes that are common to all areas and levels of education and that are intended to suggest methods and objectives of instructional strategies.
Framework―a document for a content area that reflects national standards and provides a guiding vision of its content and purpose.
Integrated―the combining the elements across the strands within a particular content area or framework.
Interdisciplinary―the combining of the elements across the various content areas or frameworks.
Performance Standards―the level of knowledge or proficiency that students should manifest as a result of their education.
Strands―categories within particular content areas, which may vary from discipline to discipline. Strands are interrelated and should be integrated, rather than taught in isolation.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:209 (February 2004).
§107. Foundation Skills
A. The following foundation skills shall apply to all students in all disciplines. These foundation skills are listed numerically in parentheses after each benchmark in this Part LI.
1. Communication―a process by which information is exchanged and a concept of "meaning" is created and shared between individuals through a common system of symbols, signs, or behavior. Students should be able to communicate clearly, fluently, strategically, technologically, critically, and creatively in society and in a variety of workplaces. This process can best be accomplished through use of the following skills:
a. reading;
b. writing;
c. speaking;
d. listening;
e. viewing; and
f. visually representing.
2. Problem Solving―the identification of an obstacle or challenge and the subsequent application of knowledge and thinking processes, which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent.
3. Resource Access and Utilization―the process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. These resource tools include:
a. pen;
b. pencil and paper;
c. audio/video materials;
d. word processors;
e. computers;
f. interactive devices;
g. telecommunication; and
h. other emerging technologies.
4. Linking and Generating Knowledge―the effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. In order to engage in the principles of continual improvement, students must be able to transfer and elaborate on these processes. Transfer refers to the ability to apply a strategy or content knowledge effectively in a setting or context other than that in which it was originally learned. Elaboration refers to monitoring, adjusting, and expanding strategies into other contexts.
5. Citizenship―the application of the understanding of the ideals, rights, and responsibilities of active participation in a democratic republic that includes:
a. working respectfully and productively together for the benefit of the individual and the community;
b. being accountable for one's own choices and actions and understanding their impact on oneself and others;
c. knowing one's civil, constitutional, and statutory rights; and
d. mentoring others to become productive citizens and lifelong learners.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, LR 30:210 (February 2004).
Chapter 3. Dance
Subchapter A. Creative Expression
§301. Purpose
A. Focus. Creative expression opens an avenue for the application of individual ideas, feelings, and expressions. The use of a variety of media and techniques provides an opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school environment and prepare the individual to become a productive member of society.
B. Standard. Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:210 (February 2004).
§303. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|D-CE-E1 |Use kinesthetic awareness, proper |(1, 2, 5) |
| |use of space, and the ability to | |
| |move safely | |
|D-CE-E2 |Explore and demonstrate basic |(1, 2) |
| |movements and the elements of dance | |
| |(space, time, and energy) | |
|D-CE-E3 |Recognize and explore dance as a way|(1, 4) |
| |to create and communicate ideas and | |
| |feelings | |
|D-CE-E4 |Explore the process of making a |(1, 2 ) |
| |dance; improvise to create a dance | |
| |phrase | |
|D-CE-E5 |Execute improvised and set movement |(1, 4, 5) |
| |patterns with concentration and | |
| |focus individually and in groups | |
|D-CE-E6 |Identify relationship among dance, |(1, 4) |
| |other arts, and disciplines outside | |
| |the arts | |
|D-CE-E7 |Develop awareness of technical |(2, 4) |
| |dimensions of dance, such as | |
| |costumes, performance space, and set| |
| |design | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:210 (February 2004).
§305. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|D-CE-M1 |Demonstrate self-monitoring and |(2, 5) |
| |effective use of space | |
|D-CE-M2 |Use the elements of dance to execute|(1, 4) |
| |basic movements with increased skill| |
| |and develop a movement vocabulary | |
|D-CE-M3 |Demonstrate the ability to use dance|(1, 4) |
| |as a language and means of | |
| |communication | |
|D-CE-M4 |Use improvisation, choreography, and|(2, 3) |
| |choreographic forms to sequence | |
| |movements into dance phrases | |
|D-CE-M5 |Perform informal and formal dance |(1, 4, 5) |
| |compositions individually and in | |
| |groups | |
|D-CE-M6 |Understand and express relationships|(1, 4) |
| |among dance, other arts, and | |
| |disciplines outside the arts | |
|D-CE-M7 |Engage in individual and |(2, 3, 5) |
| |collaborative use of technical | |
| |dimensions of dance and explore how | |
| |use of current technology can | |
| |enhance dance ideas | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:211 (February 2004).
§307. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|D-CE-H1 |Incorporate kinesthetic awareness, |(2, 4, 5) |
| |use of space, and self-evaluation to| |
| |refine performance skills | |
|D-CE-H2 |Use the elements of dance to develop|(1, 4) |
| |technical skills and expand or | |
| |refine movement vocabulary | |
|D-CE-H3 |Utilize dance as an expression of |(1, 4, 5) |
| |individual ideas and feelings | |
|D-CE-H4 |Incorporate improvisation, |(2, 3) |
| |choreography, and choreographic | |
| |forms into dance compositions | |
|D-CE-H5 |Present and evaluate dance |(1, 2, 4, 5) |
| |compositions designed to display | |
| |skills and techniques | |
|D-CE-H6 |Present a multi-disciplinary dance |(1, 2, 4, 5) |
| |project | |
|D-CE-H7 |Manipulate technical dimensions of |(2, 5) |
| |dance individually and | |
| |collaboratively | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:211 (February 2004).
§309. Creative Expression—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Use kinesthetic awareness, proper use of |Demonstrate self-monitoring and |Incorporate kinesthetic awareness, use |
| |space and the ability to move safely (1, 2, |effective use of space (2, 5) |of space and self-evaluation to refine |
| |5) | |performance skills (2, 4, 5) |
|Benchmark 2 |Explore and demonstrate basic movements and |Use the elements of dance to execute |Use the elements of dance to develop |
| |the elements of dance (space, time, and |basic movements with increased skill |technical skills and expand or refine |
| |energy) (1, 2) |and develop a movement vocabulary (1, |movement vocabulary (1, 4) |
| | |4) | |
|Benchmark 3 |Recognize and explore dance as a way to |Demonstrate the ability to use dance as|Utilize dance as an expression of |
| |create and communicate ideas and feelings (1,|a language and means of communication |individual ideas and feelings (1, 4, 5)|
| |4) |(1, 4) | |
|Benchmark 4 |Explore the process of making a dance; |Use improvisation, choreography, and |Incorporate improvisation, choreography|
| |improvise to create a dance phrase (1, 2) |choreographic forms to sequence |and choreographic forms into dance |
| | |movements into dance phrases ( 2, 3) |compositions (2, 3) |
|Benchmark 5 |Execute improvised and set movement patterns |Perform informal and formal dance |Present and evaluate dance compositions|
| |with concentration and focus individually and|compositions individually and in groups|designed to display skills and |
| |in groups |(1, 4, 5) |techniques (1, 2, 4, 5) |
| |(1, 4, 5) | | |
|Benchmark 6 |Identify relationships among dance, other |Understand and express relationships |Present a multi-disciplinary dance |
| |arts, and disciplines outside the arts (1, 4)|among dance, other arts, and |project (1, 2, 4, 5) |
| | |disciplines outside the arts | |
| | |(1, 4) | |
|Benchmark 7 |Develop awareness of technical dimensions of |Engage in individual and collaborative |Manipulate technical dimensions of |
| |dance, such as costumes, performance space, |use of technical dimensions of dance |dance individually and collaboratively |
| |and set design (2, 4) |and explore how use of current |(2, 5) |
| | |technology can enhance dance ideas | |
| | |(2, 3, 5) | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:211 (February 2004).
Subchapter B. Aesthetic Perception
§311. Purpose
A. Focus. The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and responding to the arts. A grasp of aesthetics empowers the individual to experience beauty in many forms, to appreciate artistic expression, and to develop insight into the creations and performances of others. By questioning concepts, weighing evidence, and examining intuitive reactions, the individual becomes increasingly discriminating in formulating preferences and conclusions about the values inherent in art. Aesthetic perception promotes creativity, flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).
§313. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|D-AP-E1 |Recognize the elements of dance and apply |(1, 4) |
| |basic dance vocabulary | |
|D-AP-E2 |Recognize and respond to concepts of beauty |(1, 4, 5) |
| |and taste in the ideas and creations of | |
| |others through the study of dance | |
|D-AP-E3 |Identify and discuss how dance affects |(1, 2, 4) |
| |thoughts and feelings | |
|D-AP-E4 |Recognize that there are many possibilities |(3, 4) |
| |and choices available in the process of | |
| |creating a dance | |
|D-AP-E5 |Develop a basic understanding of the |(2, 5) |
| |processes of creating, performing, and | |
| |observing dance | |
|D-AP-E6 |Recognize how dance differs from other forms|(1, 2, 4) |
| |of human movement and share personal | |
| |feelings or preferences about dance | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).
§315. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|D-AP-M1 |Understand the elements of dance and apply |(1, 4) |
| |expanded dance vocabulary | |
|D-AP-M2 |Recognize that concepts of beauty differ |(1, 4, 5) |
| |from culture to culture and that taste | |
| |varies from person to person | |
|D-AP-M3 |Describe the sensory, emotional, and |(1, 2, 4) |
| |intellectual impact of works of dance | |
|D-AP-M4 |Demonstrate awareness of various new ideas, |(1, 4) |
| |possibilities, options, and situations | |
| |pertaining to creating dance | |
|D-AP-M5 |Identify and discuss appropriate behaviors |(1, 4, 5) |
| |for creators, performers, and observers of | |
| |dance | |
|D-AP-M6 |Discuss the question, "What is dance?" and |(1, 4) |
| |express intuitive reactions and personal | |
| |responses to dance | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).
§317. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|D-AP-H1 |Understand the elements of dance and apply |(1, 4) |
| |advanced dance vocabulary | |
|D-AP-H2 |Distinguish unique characteristics of dance |(1, 4, 5) |
| |as it reflects concepts of beauty and | |
| |quality of life in various cultures | |
|D-AP-H3 |Analyze and express the impact of dance on |(1, 4, 5) |
| |intellect, and emotions | |
|D-AP-H4 |Compare and contrast multiple possibilities |(1, 4) |
| |and options available for artistic | |
| |expression through dance | |
|D-AP-H5 |Discuss the significance of collaboration |(1, 4, 5) |
| |and other group dynamics in creating, | |
| |performing and observing dance | |
|D-AP-H6 |Question/weigh evidence and information, |(1, 2, 5) |
| |examine intuitive reactions, and articulate | |
| |personal attitudes toward dance | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).
§319. Aesthetic Perception—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Recognize the elements of dance and |Understand the elements of dance and apply|Understand the elements of dance and |
| |apply basic dance vocabulary (1, 4) |expanded dance vocabulary (1, 4) |apply advanced dance vocabulary (1, |
| | | |4) |
|Benchmark 2 |Recognize and respond to concepts of |Recognize that concepts of beauty differ |Distinguish unique characteristics of|
| |beauty and taste in the ideas and |from culture to culture and that taste |dance as it reflects concepts of |
| |creations of others through the study |varies from person to person (1, 4, 5) |beauty and quality of life in various|
| |of dance (1, 4, 5) | |cultures (1, 4, 5) |
|Benchmark 3 |Identify and discuss how dance affects |Describe the sensory, emotional |Analyze and express the impact |
| |thoughts and feelings (1, 2, 4) |and intellectual impact of works of dance |of dance on intellect and emotions |
| | |(1, 2, 4) |(1, 4, 5) |
|Benchmark 4 |Recognize that there are many |Demonstrate awareness of various new |Compare and contrast multiple |
| |possibilities and choices available in |ideas, possibilities, options, and |possibilities and options available |
| |the process of creating a dance (3, 4) |situations pertaining to creating dance |for artistic expression through dance|
| | |(1, 4) |(1, 4) |
|Benchmark 5 |Develop a basic understanding of the |Identify and discuss appropriate behaviors|Discuss the significance of |
| |processes of creating, performing, and |for creators, performers, and observers of|collaboration and other group |
| |observing dance (2, 5) |dance (1, 4, 5) |dynamics in creating, performing, and|
| | | |observing dance (1, 4, 5) |
|Benchmark 6 |Recognize how dance differs from other |Discuss the question, "What is dance?" and|Question/weigh evidence and |
| |forms of human movement and share |express intuitive reactions and personal |information, examine intuitive |
| |personal feelings or preferences about |responses to dance (1, 4) |reactions, and articulate personal |
| |dance (1, 2, 4) | |attitudes toward dance (1, 2, 5) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).
Subchapter C. Historical and Cultural Perspective
§321. Purpose
A. Focus. Historical and cultural perspective is the vehicle for understanding works of art in time and place. The arts survive through times of interruption and neglect; they outlive governments, creeds, societies, and even the civilizations that spawned them. The artist is a harbinger of change, a translator of social thought, an analyst of cultures, a poetic scientist, and a recorder of history. To understand creative output in the history of the arts is to understand history itself.
B. Standard. Students develop historical and cultural perspective by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004).
§323. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|D-HP-E1 |Recognize and discuss the role of dance |(1, 4) |
| |in cultural/historical contexts, | |
| |including celebrations, ceremonies, and | |
| |special occasions | |
|D-HP-E2 |Recognize basic differences between |(1, 3, 4) |
| |dance styles and identify styles of | |
| |dance in various cultures | |
|D-HP-E3 |Recognize great dance works, innovators,|(1, 4) |
| |and performers who have shaped the | |
| |history of dance | |
|D-HP-E4 |Recognize careers in dance and identify |(4) |
| |roles of dancers in various cultures and| |
| |time periods | |
|D-HP-E5 |Recognize universal themes in dance and |(1, 4) |
| |how dance communicates a universal | |
| |language | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004).
§325. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|D-HP-M1 |Compare the role of dance in various |(1, 4) |
| |cultures and discuss dance in cultural, | |
| |historical, and contemporary contexts | |
|D-HP-M2 |Identify differences in styles of dance |(1, 4) |
| |and distinguish among dance styles from | |
| |various cultures and time periods | |
|D-HP-M3 |Identify and discuss the influences of |(1, 4) |
| |great dance works, innovators, and | |
| |performers who have shaped the history of| |
| |dance | |
|D-HP-M4 |Identify, describe, and compare |(1, 4, 5) |
| |contemporary careers and professions in | |
| |dance | |
|D-HP-M5 |Identify and discuss universal themes |(1, 4) |
| |exhibited in dance from various cultures | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004).
§327. Benchmarks 9–12
A. In grades 9–12, students should know and be able to:
|D-HP-H1 |Explain the art of dance in relation to |(1, 4, 5) |
| |cultural values and prevailing social, | |
| |political, and economic conditions | |
|D-HP-H2 |Compare, contrast, and categorize styles |(1, 4) |
| |of dance representative of various | |
| |cultures and time periods | |
|D-HP-H3 |Compare and contrast current dance |(3, 4) |
| |innovators and trends with past | |
| |innovators and their contributions to | |
| |dance | |
|D-HP-H4 |Investigate and assess roles, careers, |(1, 4) |
| |and career opportunities in dance | |
| |production | |
|D-HP-H5 |Analyze universal themes as exhibited in |(3, 4) |
| |dance from various cultures | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004).
§329. Historical and Cultural Perspective
Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Recognize and discuss the role of dance in |Compare the role of dance in various |Explain the art of dance in relation to |
| |cultural/historical contexts, including |cultures and discuss dance in cultural, |cultural values and prevailing social, |
| |celebrations, ceremonies, and special |historical, and contemporary contexts (1, |political, and economic conditions (1, 4, 5)|
| |occasions (1, 4) |4) | |
|Benchmark 2 |Recognize basic differences between dance |Identify differences in styles of dance |Compare, contrast, and categorize styles of |
| |styles and identify styles of dance in various|and distinguish among dance styles from |dance representative |
| |cultures (1, 3, 4) |various cultures and time periods (1, 4) |of various cultures and time periods (1, 4) |
|Benchmark 3 |Recognize great dance works, innovators, and |Identify and discuss the influences of |Compare and contrast current dance |
| |performers who have shaped the history of |great dance works, innovators, and |innovators and trends with past innovators |
| |dance (1, 4) |performers who have shaped the history of |and their contributions to dance (3, 4) |
| | |dance (1, 4) | |
|Benchmark 4 |Recognize careers in dance and identify roles |Identify, describe, and compare |Investigate and assess roles, careers, and |
| |of dancers in various cultures and time |contemporary careers and professions in |career opportunities in dance production (1,|
| |periods (4) |dance (1, 4, 5) |4) |
|Benchmark 5 |Recognize universal themes in dance and how |Identify and discuss universal themes |Analyze universal themes as exhibited in |
| |dance communicates a universal language (1, 4)|exhibited in dance from various cultures |dance from various cultures (3, 4) |
| | |(1, 4) | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:214 (February 2004).
Subchapter D. Critical Analysis
§331. Purpose
A. Focus. Critical 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 to describe, analyze, interpret, and make critical, reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:214 (February 2004).
§333. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|D-CA-E1 |Observe and identify the basic movements in|(3, 4) |
| |dance | |
|D-CA-E2 |Identify basic examples of the dance |(4) |
| |elements in various works of dance | |
|D-CA-E3 |Recognize and discuss the sequencing of |(1, 4) |
| |movements in dance | |
|D-CA-E4 |Identify the main theme or story idea |(1, 4) |
| |presented in a dance | |
|D-CA-E5 |Identify and discuss basic ways of changing|(1, 2, 4) |
| |dance movements to improve a dance | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:214 (February 2004).
§335. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|D-CA-M1 |Recognize and describe movement content |(1, 4) |
| |and expression in dance | |
|D-CA-M2 |Identify how elements of dance are used in|(1, 2, 4) |
| |a work to communicate the choreographic | |
| |intent | |
|D-CA-M3 |Describe the use of choreographic |(1, 4) |
| |principles such as unity, contrast, | |
| |continuity, and climax in dance | |
|D-CA-M4 |Describe the main theme, story idea, or |(1, 4) |
| |political message conveyed in a dance | |
|D-CA-M5 |Critique works of dance using expanded |(1, 2, 5) |
| |dance vocabulary | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:214 (February 2004).
§337. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|D-CA-H1 |Explain the manipulation of movement |(1, 4) |
| |content and how it influences expression | |
| |in a dance | |
|D-CA-H2 |Explain how elements of dance communicate|(1, 2, 4) |
| |the choreographic intent in various works| |
|D-CA-H3 |Apply understanding of choreographic |(1, 4) |
| |principles and choreographic forms to | |
| |analyze and explain dance | |
|D-CA-H4 |Describe the social theme conveyed in a |(1, 4, 5) |
| |dance and how personal experience | |
| |influences interpretation of dance | |
|D-CA-H5 |Critique works of dance using advanced |(1, 2, 5) |
| |dance vocabulary | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
§339. Critical Analysis—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Observe and identify the basic |Recognize and describe movement content |Explain the manipulation of movement |
| |movements in dance (3, 4) |and expression in dance (1, 4) |content and how it influences |
| | | |expression in a dance (1, 4) |
|Benchmark 2 |Identify basic examples of the dance |Identify how elements of dance are used in|Explain how elements of dance |
| |elements in various works of |a work to communicate the choreographic |communicate the choreographic intent |
| |dance (4) |intent (1, 2, 4) |in various works (1, 2, 4) |
|Benchmark 3 |Recognize and discuss the sequencing |Describe the use of choreographic |Apply understanding of choreographic |
| |of movements in dance (1, 4) |principles such as unity, contrast, |principles and choreographic forms to|
| | |continuity, and climax in dance (1, 4) |analyze and explain dance (1, 4) |
|Benchmark 4 |Identify the main theme or story idea |Describe the main theme, story idea, or |Describe the social theme conveyed in|
| |presented in a dance (1, 4) |political message conveyed in a dance (1, |a dance and how personal experience |
| | |4) |influences interpretation of dance |
| | | |(1, 4, 5) |
|Benchmark 5 |Identify and discuss basic ways of |Critique works of dance using expanded |Critique works of dance using |
| |changing dance movements to improve a |dance vocabulary (1, 2, 5) |advanced dance vocabulary (1, 2, 5) |
| |dance (1, 2, 4) | | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
Chapter 5. Music
Subchapter A. Creative Expression
§501. Purpose
A. Focus. Creative expression opens an avenue for the application of individual ideas, feelings, and expressions. The use of a variety of media and techniques provides an opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school environment and prepare the individual to become a productive member of society.
B. Standard. Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
§503. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|M-CE-E1 |Recognize and imitate simple melodies and |(3) |
| |rhythmic patterns using voice, musical | |
| |instruments, or other sound sources | |
|M-CE-E2 |Recognize basic notational symbols and |(3, 4) |
| |express vocabulary that conveys precise | |
| |musical meanings | |
|M-CE-E3 |Improvise or compose and perform simple |(1, 4) |
| |musical ideas, such as echoing melody or | |
| |short rhythmic patterns | |
|M-CE-E4 |Explore and express basic elements of |(3) |
| |music through voice, musical instruments, | |
| |electronic technology, or available media | |
|M-CE-E5 |Participate in organized musical |(1, 2, 5) |
| |activities including singing, playing, and| |
| |movement | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
§505. Benchmarks 5–8
A. In grades 5–8, students should know and be able to:
|M-CE-M1 |Recognize and perform melodic and rhythmic| (1, 3, 4) |
| |patterns using voice, musical instruments,| |
| |or other sound sources, both individually | |
| |and in ensembles | |
|M-CE-M2 |Interpret notational symbols and |(2, 3, 4) |
| |vocabulary that convey precise musical | |
| |meanings | |
|M-CE-M3 |Improvise, or compose and perform written |(1, 4) |
| |music | |
|M-CE-M4 |Recognize and demonstrate elements of | (3, 4) |
| |music, using voice, musical instruments, | |
| |electronic technology, or other available | |
| |media | |
|M-CE-M5 |Perform in organized activities including |(1, 5) |
| |singing, playing, and movement | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
§507. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|M-CE-H1 |Create and improvise advanced musical | (1, 2, 4) |
| |forms using voice, musical instruments, or| |
| |other sound sources, both individually and| |
| |in ensembles | |
|M-CE-H2 |Apply with technical accuracy notational |(2, 3, 4) |
| |symbols and vocabulary that convey precise| |
| |musical meanings | |
|M-CE-H3 |Improvise, or compose and perform advanced|(1, 4) |
| |compositions | |
|M-CE-H4 |Interpret and apply elements of music |(3, 4, 5) |
| |using preferred medium of performance | |
|M-CE-H5 |Perform in musical ensembles using a |(1, 5) |
| |preferred performance medium | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004).
§509. Creative Expression—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Recognize and imitate simple melodies |Recognize and perform melodic and |Create and improvise advanced musical |
| |and rhythmic patterns using voice, |rhythmic patterns using voice, musical |forms using voice, musical instruments, |
| |musical instruments, or other sound |instruments, or other sound sources, both|or other sound sources, both individually|
| |sources (3) |individually and in ensembles (1, 3, 4) |and in ensembles (1, 2, 4) |
|Benchmark 2 |Recognize basic notational symbols and |Interpret notational symbols and |Apply with technical accuracy notational |
| |express vocabulary that conveys precise|vocabulary that convey precise musical |symbols and vocabulary that convey |
| |musical meanings (3, 4) |meanings (2, 3, 4) |precise musical meanings (2, 3, 4) |
|Benchmark 3 |Improvise or compose and perform simple|Improvise or compose and perform written |Improvise or compose and perform advanced|
| |musical ideas, such as echoing melody |music (1, 4) |compositions (1, 4) |
| |or short rhythmic patterns (1, 4) | | |
|Benchmark 4 |Explore and express basic elements of |Recognize and demonstrate elements of |Interpret and apply elements of music |
| |music through voice, musical |music, using voice, musical instruments, |using preferred medium of performance (3,|
| |instruments, electronic technology, or |electronic technology, or other available|4, 5) |
| |available media (3) |media (3, 4) | |
|Benchmark 5 |Participate in organized musical |Perform in organized musical activities |Perform in musical ensembles using |
| |activities including singing, playing, |including singing, playing, and movement |preferred performance medium (1, 5) |
| |and movement (1, 2, 5) |(1, 5) | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
Subchapter B. Aesthetic Perception
§511. Purpose
A. Focus. The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and responding to the arts. A grasp of aesthetics empowers the individual to experience beauty in many forms, to appreciate artistic expression, and to develop insight into the creations and performances of others. By questioning concepts, weighing evidence, and examining intuitive reactions, the individual becomes increasingly discriminating in formulating preferences and conclusions about the values inherent in art. Aesthetic perception promotes creativity, flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
§513. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|M-AP-E1 |Understand and apply basic music |(1, 4) |
| |vocabulary to describe aesthetic qualities| |
| |of musical compositions | |
|M-AP-E2 |Recognize and respond to concepts of |(1, 4, 5) |
| |beauty and taste in the ideas and | |
| |creations of others through the study of | |
| |music | |
|M-AP-E3 |Demonstrate awareness of where and how |(1, 4, 5) |
| |music is used in daily life and within the| |
| |community | |
|M-AP-E4 |Recognize that there are many |(4) |
| |possibilities and choices available in the| |
| |creative processes of music | |
|M-AP-E5 |Participate in guided inquiry into the | (1, 5) |
| |basic question, "What is music?" and share| |
| |personal feelings or preferences about | |
| |music | |
|M-AP-E6 |Recognize and demonstrate behavior |(4, 5) |
| |appropriate for various musical | |
| |environments | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
§515. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|M-AP-M1 |Understand and apply expanded music |(1, 4) |
| |vocabulary to describe aesthetic | |
| |qualities of musical compositions | |
|M-AP-M2 |Recognize that concepts of beauty differ |(1, 4, 5) |
| |by culture and that taste varies from | |
| |person to person | |
|M-AP-M3 |Describe the emotional and intellectual |(1, 4, 5) |
| |impact of music in various contexts | |
|M-AP-M4 |Demonstrate awareness of various |(1, 4) |
| |traditional and technological options | |
| |pertaining to creative processes in music| |
|M-AP-M5 |Discuss the question, "What is music?" |(1, 4) |
| |and express intuitive reactions and | |
| |personal responses to various works | |
|M-AP-M6 |Demonstrate and discuss behavior |(1, 4, 5) |
| |appropriate for various musical | |
| |environments | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
§517. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|M-AP-H1 |Understand and apply advanced music |(1, 4) |
| |vocabulary to describe aesthetic | |
| |qualities of musical compositions | |
|M-AP-H2 |Distinguish unique characteristics of |(1, 4, 5) |
| |music as it reflects concepts of beauty | |
| |and qualify of life in various cultures | |
|M-AP-H3 |Analyze and express the impact of music |(1, 4, 5) |
| |on intellect and emotions | |
|M-AP-H4 |Compare and contrast traditional and |(1, 4) |
| |technological options available for | |
| |artistic expression in music | |
|M-AP-H5 |Question/weigh evidence and information, | (1, 2, 5) |
| |examine intuitive reactions, and | |
| |articulate personal attitudes toward | |
| |musical works | |
|M-AP-H6 |Evaluate and discuss appropriateness of |(2, 4, 5) |
| |behavior for different types of musical | |
| |environments | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
§519. Aesthetic Perception—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Understand and apply basic music |Understand and apply expanded music |Understand and apply advanced music |
| |vocabulary to describe aesthetic |vocabulary to describe aesthetic qualities|vocabulary to describe aesthetic |
| |qualities of musical compositions (1, 4) |of musical compositions (1, 4) |qualities of musical compositions (1,|
| | | |4) |
|Benchmark 2 |Recognize and respond to concepts of |Recognize that concepts of beauty differ |Distinguish unique characteristics of|
| |beauty and taste in the ideas and |by culture and that taste varies from |music as it reflects concepts of |
| |creations of others through the study of |person to person (1, 4, 5) |beauty and quality of life in various|
| |music (1, 4, 5) | |cultures (1, 4, 5) |
|Benchmark 3 |Demonstrate awareness of where and how |Describe the emotional and intellectual |Analyze and express the impact |
| |music is used in daily life and within |impact of music in various contexts (1, |of music on intellect and emotions |
| |the community (1, 4, 5) |4, 5) |(1, 4, 5) |
|Benchmark 4 |Recognize that there are many |Demonstrate awareness of various |Compare and contrast traditional and |
| |possibilities and choices available in |traditional and technological options |technological options available for |
| |the creative processes of music (4) |pertaining to creative processes in music |artistic expression in music |
| | |(1, 4) |(1, 4) |
|Benchmark 5 |Participate in guided inquiry into the |Discuss the question "What is music?" and |Question/weigh evidence and |
| |basic question "What is music?" and share|express intuitive reactions and personal |information, examine intuitive |
| |personal feelings or preferences about |responses to various works (1, 4) |reactions, and articulate personal |
| |music (1, 5) | |attitudes toward musical works |
| | | |(1, 2, 5) |
|Benchmark 6 |Recognize and demonstrate behavior |Demonstrate and discuss behavior |Evaluate and discuss appropriateness |
| |appropriate for various musical |appropriate for various musical |of behavior for different types of |
| |environments |environments |musical environments (2, 4, 5) |
| |(4, 5) |(1, 4, 5) | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:217 (February 2004).
Subchapter C. Historical and Cultural Perspective
§521. Purpose
A. Focus. Historical and cultural perspective is the vehicle for understanding works of art in time and place. The arts survive through times of interruption and neglect; they outlive governments, creeds, societies, and even the civilizations that spawned them. The artist is a harbinger of change, a translator of social thought, an analyst of cultures, a poetic scientist, and a recorder of history. To understand creative output in the history of the arts is to understand history itself.
B. Standard. Students develop historical and cultural perspective by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:217 (February 2004).
§523. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|M-HP-E1 |Recognize musical styles representative of|(4) |
| |various cultures | |
|M-HP-E2 |Recognize and discuss the function of | (1, 4) |
| |music within historical and cultural | |
| |contexts, including celebrations, | |
| |ceremonies, and special occasions | |
|M-HP-E3 |Recognize families of musical instruments |(4) |
| |and instruments of various cultures | |
|M-HP-E4 |Recognize professions in music and |(4) |
| |identify the roles of musicians in various| |
| |cultures | |
|M-HP-E5 |Recognize great composers and their most |(4) |
| |significant musical works | |
|M-HP-E6 |Recognize universal themes in music and |(1, 4) |
| |how music communicates a universal | |
| |language | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004).
§525. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|M-HP-M1 |Identify distinguishing characteristics of|(1, 2, 4) |
| |musical styles representative of various | |
| |historical periods and cultures | |
|M-HP-M2 |Compare and contrast the function of music| (1, 4, 5) |
| |within historical and cultural contexts, | |
| |such as celebrations, ceremonies, and | |
| |events | |
|M-HP-M3 |Identify specific types and uses of |(4) |
| |musical instruments in various cultures | |
|M-HP-M4 |Describe careers for musicians and compare|(1, 4, 5) |
| |the roles of musicians in various cultures| |
|M-HP-M5 |Identify major works of great composers |(4, 5) |
| |and recognize achievements of prominent | |
| |musicians | |
|M-HP-M6 |Identify and discuss ways in which |(1, 4) |
| |universal themes are revealed and | |
| |developed in the music of diverse cultures| |
| |and time periods | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:217 (February 2004).
§527. Benchmarks 9–12
A. In grades 9–12, students should know and be able to:
|M-HP-H1 |Compare and contrast musical styles |(1, 2, 4) |
| |representative of various historical | |
| |periods and cultures | |
|M-HP-H2 |Analyze the function of music as it |(1, 4, 5) |
| |fulfills societal needs within historical | |
| |and cultural contexts | |
|M-HP-H3 |Compare and contrast types and uses of |(4) |
| |musical instruments in various cultures | |
|M-HP-H4 |Investigate and assess roles, careers, and|(3, 4) |
| |career opportunities for musicians | |
|M-HP-H5 |Identify prominent musicians of various |(1, 4) |
| |cultures and compare their lives, careers,| |
| |works, and influence | |
|M-HP-H6 |Analyze the university of musical themes |(1, 4) |
| |across cultures and time periods | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:218 (February 2004).
§529. Historical and Cultural Perspective—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Recognize musical styles |Identify distinguishing characteristics of |Compare and contrast musical styles |
| |representative of various cultures |musical styles representative of various |representative of various historical |
| |(4) |historical periods and cultures (1, 2, 4) |periods and cultures (1, 2, 4) |
|Benchmark 2 |Recognize and discuss the function |Compare and contrast the function of music |Analyze the function of music as it |
| |of music within historical and |within historical and cultural contexts, |fulfills societal needs within |
| |cultural contexts, including |such as celebrations, ceremonies, and |historical and cultural contexts (1, |
| |celebrations, ceremonies, and |events (1, 4, 5) |4, 5) |
| |special occasions (1, 4) | | |
|Benchmark 3 |Recognize families of musical |Identify specific types and uses of musical|Compare and contrast types and uses of|
| |instruments and instruments of |instruments in various cultures (4) |musical instruments in various |
| |various cultures (4) | |cultures (4) |
|Benchmark 4 |Recognize professions in music and |Describe careers for musicians and compare |Investigate and assess roles, careers,|
| |identify the roles of musicians in |the roles of musicians in various cultures |and career opportunities for musicians|
| |various cultures (4) |(1, 4, 5) |(3, 4) |
|Benchmark 5 |Recognize great composers and their|Identify major works of great composers and|Identify prominent musicians of |
| |most significant musical works (4) |recognize achievements of prominent |various cultures and compare their |
| | |musicians (4, 5) |lives, careers, works, and influence |
| | | |(1, 4) |
|Benchmark 6 |Recognize universal themes in music|Identify and discuss ways in which |Analyze the universality of musical |
| |and how music communicates a |universal themes are revealed and developed|themes across cultures and time |
| |universal language (1, 4) |in the music of diverse cultures and time |periods (1, 4) |
| | |periods (1, 4) | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:218 (February 2004).
Subchapter D. Critical Analysis
§531. Purpose
A. Focus. Critical 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 to describe, analyze, interpret, and
make critical, reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts.
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:218 (February 2004).
§533. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|M-CA-E1 |Identify the music form (e.g., AB, ABA) and |(1, 4) |
| |describe in simple terms how the elements of | |
| |music are used in various works | |
|M-CA-E2 |Identify simple music events (e.g., dynamic |(2, 4) |
| |change, meter change, same/different sections)| |
| |while listening to a work | |
|M-CA-E3 |Recognize characteristics of music that make a|(4) |
| |musical selection appropriate for a particular| |
| |purpose | |
|M-CA-E4 |Identify relationships among music, other |(1, 4) |
| |arts, and disciplines outside the arts | |
|M-CA-E5 |Devise criteria for evaluating music and music|(1, 2, 4) |
| |performances, and express opinions using basic| |
| |music vocabulary | |
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:218 (February 2004).
§535. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|M-CA-M1 |Identify the music form (e.g., round, canon) | (4) |
| |and explain how the elements of music are used | |
| |in works representing various genres/styles | |
|M-CA-M2 |Identify and describe music events (e.g., entry| (2, 4) |
| |of an instrument, meter change, return of | |
| |refrain) while listening to a work | |
|M-CA-M3 |Describe or explain characteristics of music in|(1, 4) |
| |regard to suitability of musical selections for| |
| |specific purposes | |
|M-CA-M4 |Describe relationships among music, other arts,|(1, 4) |
| |and disciplines outside the arts | |
|M-CA-M5 |Use appropriate criteria and expanded music |(1, 2, 4) |
| |vocabulary to evaluate the quality of music and| |
| |performances | |
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:219 (February 2004).
§537. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|M-CA-H1 |Distinguish and analyze elements of music and | (1, 2, 4,) |
| |expressive devices as used in musical works | |
| |representing diverse genres/styles | |
|M-CA-H2 |Identify and explain compositional devices and| (1, 2, 4) |
| |techniques used to provide unity and variety | |
| |and tension and release in a musical work | |
|M-CA-H3 |Analyze the appropriateness of music choices |(2, 4, 5) |
| |as they relate to purpose | |
|M-CA-H4 |Explain commonalties and differences among |(1, 2, 4) |
| |music, other arts, and disciplines outside the| |
| |arts | |
|M-CA-H5 |Use appropriate criteria and advanced music |(1, 2, 4) |
| |vocabulary to critique the quality of music | |
| |and performances | |
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:219 (February 2004).
§539. Critical Analysis—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Identify the music form (e.g., AB, ABA)|Identify the music form (e.g., round, |Distinguish and analyze elements of |
| |and describe in simple terms how the |canon) and explain how the elements of |music and expressive devices as used |
| |elements of music are used in various |music are used in works representing |in musical works representing diverse|
| |works (1, 4) |various genres/styles (4) |genres/styles (1, 2, 4) |
|Benchmark 2 |Identify simple music events (e.g., |Identify and describe music events (e.g., |Identify and explain compositional |
| |dynamic change, meter change, |entry of an instrument, meter change, |devices and techniques used to |
| |same/different sections) while |return of refrain) while listening to a |provide unity and variety and tension|
| |listening to a work (2, 4) |work (2, 4) |and release in a musical work (1, 2, |
| | | |4) |
|Benchmark 3 |Recognize characteristics of music that|Describe or explain characteristics of |Analyze the appropriateness of music |
| |make a musical selection appropriate |music in regard to suitability of musical |choices as they relate to purpose (2,|
| |for a particular purpose (4) |selections for specific purposes (1, 4) |4, 5) |
|Benchmark 4 |Identify relationships among music, |Describe relationships among music, other |Explain commonalities and differences|
| |other arts, and disciplines outside the|arts, and disciplines outside the arts |among music, other arts, and |
| |arts (1, 4) |(1, 4) |disciplines outside the arts |
| | | |(1, 2, 4) |
|Benchmark 5 |Devise criteria for evaluating music |Use appropriate criteria and expanded |Use appropriate criteria and advanced|
| |and music performances, and express |music vocabulary to evaluate the quality |music vocabulary to critique the |
| |opinions using basic music vocabulary |of music and performances (1, 2, 4) |quality of music and performances (1,|
| |(1, 2, 4) | |2, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:219 (February 2004).
Chapter 7. Theatre Arts
Subchapter A. Creative Expression
§701. Purpose
A. Focus. Creative Expression opens an avenue for the application of individual ideas, feelings, and expressions. The use of a variety of media and techniques provides an opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school environment and prepare the individual to become a productive member of society.
B. Standard. Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004).
§703. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|TH-CE-E1 |Explore and express various emotions in|(1, 5) |
| |interpersonal settings | |
|TH-CE-E2 |Interact in group situations and show |(1, 2, 5) |
| |differentiation of roles through | |
| |experimentation and role playing | |
|TH-CE-E3 |Exhibit physical and emotional |(2, 5) |
| |dimensions of characterization through | |
| |experimentation and role playing | |
|TH-CE-E4 |Create story lines for improvisation |(2, 3, 4) |
|TH-CE-E5 |Identify and express differences among |(2, 3, 4) |
| |reality, fantasy, role playing, and | |
| |media representation | |
|TH-CE-E6 |Develop awareness of technical |(3, 4) |
| |dimensions of the dramatic form, such | |
| |as theatrical space, scenery, | |
| |costuming, and make-up | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004).
§705. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|TH-CE-M1 |Demonstrate self-expression and |(1, 5) |
| |various emotions individually and in | |
| |groups | |
|TH-CE-M2 |Demonstrate role playing individually|(1, 5) |
| |and in interpersonal situations | |
|TH-CE-M3 |Demonstrate physical and emotional |(2, 4) |
| |traits appropriate to a variety of | |
| |roles and characters | |
|TH-CE-M4 |Create improvisations and scripted |(1, 2, 3) |
| |scenes based on personal experience, | |
| |imagination, literature, and history | |
|TH-CE-M5 |Compare/contrast and demonstrate |(1, 2, 4) |
| |various performance methods and | |
| |styles | |
|TH-CE-M6 |Engage in individual and |(1, 4, 5) |
| |collaborative use of technical | |
| |dimensions of the dramatic form such | |
| |as theatrical space, scenery, set | |
| |design, costuming, and make-up | |
AUTHORITY NOTE: Promulgated in accordance with R.S.17.24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004).
§707. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|TH-CE-H1 |Develop intrapersonal skills as an |(1, 5 |
| |individual and as a performer | |
|TH-CE-H2 |Assume and sustain various roles in |(1, 4, 5) |
| |group interactions | |
|TH-CE-H3 |Develop characterization in group |(2, 3, 5) |
| |performances through interpretation of| |
| |psychological motivation | |
|TH-CE-H4 |Write scripts for classroom, stage, |(1, 3, 4) |
| |and media performances, using various | |
| |forms of technology | |
|TH-CE-H5 |Perform using specific methods, |(1, 2, 3, 4) |
| |styles, and acting techniques from | |
| |various cultures and time periods | |
|TH-CE-H6 |Manipulate technical dimensions of the|(1, 3, 4, 5) |
| |dramatic form, such as set | |
| |design/construction, costuming, | |
| |make-up, properties, lights, sound, | |
| |and multimedia | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004).
§709. Creative Expression—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Explore and express various emotions in |Demonstrate self-expression and various |Develop intrapersonal skills as an |
| |interpersonal settings (1, 5) |emotions individually and in groups (1, 5)|individual and as a performer (1, 5) |
|Benchmark 2 |Interact in group situations and show |Demonstrate role playing individually and |Assume and sustain various roles in group|
| |differentiation of roles through |in interpersonal situations (1, 5) |interactions (1, 4, 5) |
| |experimentation and role playing (1, 2, 5) | | |
|Benchmark 3 |Exhibit physical and emotional dimensions |Demonstrate physical and emotional traits |Develop characterization in group |
| |of characterization through experimentation|appropriate to a variety of roles and |performances through interpretation of |
| |and role playing (2, 5) |characters (2, 4) |psychological motivation (2, 3, 5) |
|Benchmark 4 |Create story lines for improvisation |Create improvisations and scripted scenes |Write scripts for classroom, stage, and |
| |(2, 3, 4) |based on personal experience, imagination,|media performances, using various forms |
| | |literature, and history |of technology (1, 3, 4) |
| | |(1, 2, 3) | |
|Benchmark 5 |Identify and express differences among |Compare/contrast and demonstrate various |Perform using specific methods, styles, |
| |reality, fantasy, role playing, and media |performance methods and styles (1, 2, 4) |and acting techniques from various |
| |productions (2, 3, 4) | |cultures and time periods (1, 2, 3, 4) |
|Benchmark 6 |Develop awareness of technical dimensions |Engage in individual and collaborative use|Manipulate technical dimensions of the |
| |of the dramatic form, such as theatrical |of technical dimensions of |dramatic form, such as set |
| |space, scenery, costuming, and make-up |the dramatic form such as theatrical |design/construction, costuming, make-up, |
| |(3, 4) |space, scenery, set design, costuming, and|properties, lights, sound, and multimedia|
| | |make-up (1, 4, 5) |(1, 3, 4, 5) |
AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004).
Subchapter B. Aesthetic Perception
§711. Purpose
A. Focus. The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and responding to the arts. A grasp of aesthetics empowers the individual to experience beauty in many forms, to appreciate artistic expression, and to develop insight into the creations and performances of others. By questioning concepts, weighing evidence, and examining intuitive reactions, the individual becomes increasingly discriminating in formulating preferences and conclusions about the values inherent in art. Aesthetic perception promotes creativity, flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004).
§713. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|TH-AP-E1 |Understand and use basic theatre arts |(1) |
| |vocabulary, including language for describing| |
| |theatre in various cultures/time periods | |
|TH-AP-E2 |Recognize and respond to concepts of beauty |(1, 4, 5) |
| |and taste in the ideas and creations of | |
| |others through the study of theatre arts | |
|TH-AP-E3 |Develop a basic understanding of the |(2, 5) |
| |processes of creating, performing, and | |
| |observing theatre | |
|TH-AP-E4 |Recognize that there are many possibilities |(2, 4) |
| |and choices in the creative processes for | |
| |theatre arts | |
|TH-AP-E5 |Identify and discuss how works of theatre and|(1, 2) |
| |dramatic media affect thoughts and feelings | |
|TH-AP-E6 |Share personal feelings or preferences about |(1) |
| |theatre and other dramatic works | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004).
§715. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|TH-AP-M1 |Understand and use expanded theatre arts |(1, 4) |
| |vocabulary, including terms related to | |
| |theatrical periods, environments, | |
| |situations, and roles | |
|TH-AP-M2 |Recognize that concepts of beauty differ |(1, 4, 5) |
| |from culture to culture and that taste | |
| |varies from person to person | |
|TH-AP-M3 |Identify and discuss appropriate behaviors|(1, 2, 5) |
| |for creators, performers, and observers of| |
| |theatre | |
|TH-AP-M4 |Demonstrate awareness of various new |(1, 2, 4) |
| |ideas, possibilities, options, and | |
| |situations pertaining to theatre arts | |
|TH-AP-M5 |Describe the emotional and intellectual |(1, 2) |
| |impact of theatrical works and dramatic | |
| |performances | |
|TH-AP-M6 |Express intuitive reactions and personal |(1, 2, 4) |
| |responses to theatre and other dramatic | |
| |works | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004).
§717. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|TH-AP-H1 |Use advanced theatre arts vocabulary and apply |(1, 2, 4) |
| |cultural/historical information in discussing | |
| |scripted scenes, sets, and period costumes | |
|TH-AP-H2 |Distinguish unique characteristics of theatre |(1, 4, 5) |
| |as it reflects concepts of beauty and quality | |
| |of life in various cultures | |
|TH-AP-H3 |Explain the significance of collaboration and |(1, 2, 5) |
| |evaluate group dynamics in creating, | |
| |performing, and observing theatre | |
|TH-AP-H4 |Compare and contrast multiple possibilities and|(1, 4) |
| |options available for artistic expression in | |
| |theatre arts | |
|TH-AP-H5 |Analyze and explain the impact of theatrical |(1, 2, 4) |
| |works and dramatic performances on intellect | |
| |and emotions | |
|TH-AP-H6 |Examine intuitive reactions and articulate |(1, 2, 4) |
| |personal attitudes toward theatre and other | |
| |dramatic works | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004).
§719. Aesthetic Perception—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Understand and use basic theatre arts |Understand and use expanded theatre |Use advanced theatre arts vocabulary and |
| |vocabulary, including language for |arts vocabulary, including terms |apply cultural/historical information in |
| |describing theatre in various |related to theatrical periods, |discussing scripted scenes, sets, and |
| |cultures/time periods (1) |environments, situations, and roles (1,|period costumes (1, 2, 4) |
| | |4) | |
|Benchmark 2 |Recognize and respond to concepts of |Recognize that concepts of beauty |Distinguish unique characteristics of |
| |beauty and taste in the ideas and |differ from culture to culture and that|theatre as it reflects concepts of beauty |
| |creations of others through the study of |taste varies from person to person (1, |and quality of life in various cultures |
| |theatre arts (1, 4, 5) |4, 5) |(1, 4, 5) |
|Benchmark 3 |Develop a basic understanding of the |Identify and discuss appropriate |Explain the significance of collaboration |
| |processes of creating, performing, and |behaviors for creators, performers, and|and evaluate group dynamics in creating, |
| |observing theatre (2, 5) |observers of theatre (1, 2, 5) |performing, and observing theatre (1, 2, |
| | | |5) |
|Benchmark 4 |Recognize that there are many |Demonstrate awareness of various new |Compare and contrast multiple |
| |possibilities and choices in the creative|ideas, possibilities, options, and |possibilities and options available for |
| |processes for theatre arts (2, 4) |situations pertaining to theatre arts |artistic expression in theatre arts (1, 4)|
| | |(1, 2, 4) | |
|Benchmark 5 |Identify and discuss how works of theatre|Describe the emotional and intellectual|Analyze and explain the impact of |
| |and dramatic media affect thoughts and |impact of theatrical works and dramatic|theatrical works and dramatic performances|
| |feelings (1, 2) |performances (1, 2) |on intellect and emotions (1, 2) |
|Benchmark 6 |Share personal feelings or preferences |Discuss intuitive reactions and |Examine intuitive reactions and articulate|
| |about theatre and other dramatic |personal responses to theatre and other|personal attitudes toward theatre and |
| |works (1) |dramatic works (1, 2, 4) |other dramatic works (1, 2, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004).
Subchapter C. Historical and Cultural Perspective
§721. Purpose
A. Focus. Historical and cultural perspective is the vehicle for understanding works of art in time and place. The arts survive through times of interruption and neglect; they outlive governments, creeds, societies, and even the civilizations that spawned them. The artist is a harbinger of change, a translator of social thought, an analyst of cultures, a poetic scientist, and a recorder of history. To understand creative output in the history of the arts is to understand history itself.
B. Standard. Students develop historical and cultural perspective by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:222 (February 2004).
§723. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|TH-HP-E1 |Recognize basic types and forms of |(2, 3) |
| |theatre and dramatic media (film, | |
| |television, and electronic media) | |
|TH-HP-E2 |Recognize cultural differences in |(2) |
| |theatre productions and performances | |
|TH-HP-E3 |Recall and recognize characters and |(4) |
| |situations in literature and dramatic | |
| |media from the past and present | |
|TH-HP-E4 |Recognize universal characters and |(2, 4) |
| |situations in stories and dramas of | |
| |various cultures and how theatre | |
| |reflects life | |
|TH-HP-E5 |Recognize careers in theatre arts and |(4) |
| |identify roles of theatre artists in | |
| |various cultures and time periods | |
|TH-HP-E6 |Recognize great theatrical works and |(4) |
| |great playwrights who have shaped the | |
| |history of theatre | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:222 (February 2004).
§725. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|TH-HP-M1 |Describe types, forms, and patterns in |(1, 3) |
| |theatre and dramatic media (film, | |
| |television, and electronic media) | |
|TH-HP-M2 |Identify differences in theatre across |(1, 2, 4) |
| |cultures and how artistic choices and | |
| |artistic expression reflect cultural | |
| |values | |
|TH-HP-M3 |Identify and describe characters and |(1, 4) |
| |situations in literature and dramatic | |
| |media from the past and present | |
|TH-HP-M4 |Identify and discuss ways in which |(1, 4) |
| |themes are revealed and developed in | |
| |dramas of various cultures and time | |
| |periods | |
|TH-HP-M5 |Describe and compare careers in theatre|(1, 4, 5) |
| |arts and roles of theatre artists in | |
| |various cultures and time periods | |
|TH-HP-M6 |Identify major works of great |(3, 4) |
| |playwrights and recognize contributions| |
| |of prominent theatre artists | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:222 (February 2004).
§727. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|TH-HP-H1 |Compare and contrast types, forms, |(2, 3) |
| |methods, patterns, and trends in | |
| |theatre, film, television, and | |
| |electronic media | |
|TH-HP-H2 |Analyze the form, content, and style of|(1, 2, 4) |
| |theatrical works from cultural and | |
| |historical perspectives | |
|TH-HP-H3 |Demonstrate knowledge of dramatic |(1, 4) |
| |literature, describing characters and | |
| |situations in historical and cultural | |
| |contexts | |
|TH-HP-H4 |Analyze the universality of dramatic |(4) |
| |themes across cultures and historical | |
| |periods and how theatre can reveal | |
| |universal concepts | |
|TH-HP-H5 |Investigate and assess roles, careers, |(2, 3) |
| |and career opportunities in theatre | |
| |arts | |
|TH-HP-H6 |Identify representative theatre artists|(3, 4) |
| |of various cultures and compare their | |
| |lives, works, and influence | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:222 (February 2004).
§729. Historical and Cultural Perspective
Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Recognize basic types and forms of |Describe types, forms, and patterns in |Compare and contrast types, forms, |
| |theatre and dramatic media (film, |theatre and dramatic media (film, |methods, patterns, and trends in |
| |television, and electronic media) (2, |television, and electronic media) (1, 3) |theatre, film, television, and |
| |3) | |electronic media (2, 3) |
|Benchmark 2 |Recognize cultural differences in |Identify differences in theatre across |Analyze the form, content, and style |
| |theatre productions and performances |cultures and how artistic choices and |of theatrical works from cultural and|
| |(2) |artistic expression reflect cultural |historical perspectives (1, 2, 4) |
| | |values (1, 2, 4) | |
|Benchmark 3 |Recall and recognize characters and |Identify and describe characters and |Demonstrate knowledge of dramatic |
| |situations in literature and dramatic |situations in literature and dramatic |literature, describing characters and|
| |media from the past and present (4) |media from the past and present (1, 4) |situations in historical and cultural|
| | | |contexts (1, 4) |
|Benchmark 4 |Recognize universal characters and |Identify and discuss ways in which |Analyze the universality of dramatic |
| |situations in stories and dramas of |universal themes are revealed and |themes across cultures and historical|
| |various cultures and how theatre |developed in dramas of various cultures |periods and how theatre can reveal |
| |reflects life (2, 4) |and time periods (1, 4) |universal concepts (4) |
|Benchmark 5 |Recognize careers in theatre arts and |Describe and compare careers in theatre |Investigate and assess roles, |
| |identify roles of theatre artists in |arts and roles of theatre artists in |careers, and career opportunities in |
| |various cultures and time periods (4) |various cultures and time periods (1, 4, |theatre arts (2, 3) |
| | |5) | |
|Benchmark 6 |Recognize great theatrical works and |Identify major works of great playwrights |Identify representative theatre |
| |great playwrights who have shaped the |and recognize contributions of prominent |artists of various cultures and |
| |history of theatre (4) |theatre artists (3, 4) |compare their lives, works, and |
| | | |influence (3, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:223 (February 2004).
Subchapter D. Critical Analysis
§731. Purpose
A. Focus. Critical 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 to describe, analyze, interpret, and make critical, reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal and written observations about the arts by developing the skills for critical analysis through study of and exposure to the arts.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:223 (February 2004).
§733. Benchmarks K–4
A. In grades K–4, students should know and be able to:
|TH-CA-E1 |Describe in simple terms how voice, |(1, 2) |
| |language, and technical elements are used| |
| |in works of theatre and other dramatic | |
| |media | |
|TH-CA-E2 |Identify motivations, personality traits,|(2) |
| |and responses to emotional experiences in| |
| |characters portrayed in dramatic | |
| |literature and media | |
|TH-CA-E3 |Identify and discuss the theme, message, |(1, 2) |
| |or story idea conveyed in a dramatic work| |
|TH-CA-E4 |Use basic theatre arts vocabulary to |(1) |
| |express and explain opinions about | |
| |scripts and performances | |
|TH-CA-E5 |Identify relationships among theatre |(1, 4) |
| |arts, other arts, and disciplines outside| |
| |the arts | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:223 (February 2004).
§735. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|TH-CA-M1 |Explain how elements of theatre and |(1, 2) |
| |principles of communication are used in | |
| |works created for the stage and other | |
| |dramatic media | |
|TH-CA-M2 |Analyze descriptions, dialogues, and |(2, 5) |
| |actions to explain character traits, | |
| |personality, motivations, emotional | |
| |perceptions, and ethical choices | |
|TH-CA-M3 |Interpret and discuss the theme or |(1, 5) |
| |social/political message conveyed in a | |
| |dramatic work | |
|TH-CA-M4 |Use appropriate criteria and expanded |(1, 2) |
| |theatre arts vocabulary to critique | |
| |scripts, performances and productions | |
|TH-CA-M5 |Describe relationships among theatre arts,|(1, 4) |
| |other arts, and disciplines outside the | |
| |arts | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:223 (February 2004).
§737. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|TH-CA-H1 |Analyze how elements of theatre and |(1, 2) |
| |principles of communication are used to | |
| |achieve specific effects in theatre and | |
| |other media productions | |
|TH-CA-H2 |Analyze emotional and social dimensions of|(2, 5) |
| |characterization and explain character | |
| |transformations and relationships | |
|TH-CA-H3 |Construct social meaning from dramatic |(2, 4, 5) |
| |works with reference to theme, purpose, | |
| |point of view, and current issues | |
|TH-CA-H4 |Use appropriate criteria and advanced |(1, 2) |
| |theatre arts vocabulary to critique | |
| |scripts, performances, and productions | |
|TH-CA-H5 |Explain relationships among theatre arts, |(1, 4) |
| |other arts, and disciplines outside the | |
| |arts | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).
§739. Critical Analysis—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Describe in simple terms how voice, |Explain how elements of theatre and |Analyze how elements of theatre and |
| |language, and technical elements are used|principles of communication are used in |principles of communication are used |
| |in works of theatre and other dramatic |works created for the stage and other |to achieve specific effects in |
| |media (1, 2) |dramatic media (1, 2) |theatre and other media productions |
| | | |(1, 2) |
|Benchmark 2 |Identify motivations, personality traits,|Analyze descriptions, dialogues, and |Analyze emotional and social |
| |and responses to emotional experiences in|actions to explain character traits, |dimensions of characterization and |
| |characters portrayed in dramatic |personality, motivations, emotional |explain character transformations and|
| |literature and media (2) |perceptions, and ethical choices (2, 5) |relationships (2, 5) |
|Benchmark 3 |Identify and discuss the theme, message, |Interpret and discuss the theme or |Construct social meaning from |
| |or story idea conveyed in a dramatic work|social/political message conveyed in a |dramatic works with reference to |
| |(1, 2) |dramatic work (1, 5) |theme, purpose, point of view, and |
| | | |current issues (2, 4, 5) |
|Benchmark 4 |Use basic theatre arts vocabulary to |Use appropriate criteria and expanded |Use appropriate criteria and advanced|
| |express and explain opinions about |theatre arts vocabulary to critique |theatre arts vocabulary to critique |
| |scripts and performances (1) |scripts, performances and productions (1, |scripts, performances, and |
| | |2) |productions (1, 2) |
|Benchmark 5 |Identify relationships among theatre |Describe relationships among theatre arts,|Explain relationships among theatre |
| |arts, other arts, and disciplines outside|other arts, and disciplines outside the |arts, other arts, and disciplines |
| |the arts (1, 4) |arts (1, 4) |outside the arts |
| | | |(1, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).
Chapter 9. Visual Arts
Subchapter A. Creative Expression
§901. Purpose
A. Focus. Creative expression opens an avenue for the application of individual ideas, feelings, and expressions. The use of a variety of media and techniques provides an opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school environment and prepare the individual to become a productive member of society.
B. Standard. Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).
§903. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|VA-CE-E1 |Explore and identify imagery from a |(2, 3) |
| |variety of sources and create visual | |
| |representations | |
|VA-CE-E2 |Explore and discuss techniques and |(1, 2, 3) |
| |technologies for visual expression and | |
| |communication | |
|VA-CE-E3 |Use art vocabulary and the elements and | (1, 2, 3)|
| |principles of design to convey the | |
| |language of art (create and discuss own | |
| |artwork) | |
|VA-CE-E4 |Experiment to create various art forms, |(2, 3, 4) |
| |including art forms from other cultures | |
|VA-CE-E5 |Draw on imagination, individual |(1, 4, 5) |
| |experience, and group activities to | |
| |generate ideas for visual expression | |
|VA-CE-E6 |Identify relationships among visual arts,|(1, 4) |
| |other arts, and disciplines outside the | |
| |arts | |
|VA-CE-E7 |Maintain a sketchbook or journal, or |(1, 2, 3) |
| |develop a portfolio | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).
§905. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|VA-CE-M1 |Demonstrate art methods and techniques in|(2, 3) |
| |visual representations based on research | |
| |of imagery | |
|VA-CE-M2 |Select and apply media techniques, and |(1, 2, 3) |
| |technology to visually express and | |
| |communicate | |
|VA-CE-M3 |Use the elements and principles of design|(1, 2) |
| |and art vocabulary to visually express | |
| |and describe individual ideas | |
|VA-CE-M4 |Develop skills in creating various art |(2, 3, 4) |
| |forms, including art forms from other | |
| |cultures | |
|VA-CE-M5 |Produce ideas for art productions while |(1, 2, 5) |
| |engaging in individual and group | |
| |activities | |
|VA-CE-M6 |Understand and visually express |(1, 2, 4) |
| |relationships among visual arts, other | |
| |arts, and disciplines outside the arts | |
|VA-CE-M7 |Maintain a sketchbook or journal and |(1, 2, 3) |
| |develop a portfolio | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:225 (February 2004).
§907. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|VA-CE-H1 |Produce works of art that successfully |(1, 2, 3) |
| |convey a central theme based on imagery, | |
| |ideas, feelings, and memories | |
|VA-CE-H2 |Apply a variety of media techniques, |(1, 2, 3) |
| |technologies, and processes for visual | |
| |expression and communication | |
|VA-CE-H3 |Use the elements and principles of design |(1, 2) |
| |for individual expression while exploring | |
| |compositional problems | |
|VA-CE-H4 | Produce a visual representation of ideas |(2, 3, 4) |
| |derived from the study of various cultures | |
| |and art forms | |
|VA-CE-H5 |Produce imaginative works of art generated |(1, 2, 5) |
| |from individual and group ideas | |
|VA-CE-H6 |Produce works of art that describe and |(1, 2, 4) |
| |connect art with other disciplines | |
|VA-CE-H7 |Maintain a sketchbook or journal and |(1, 2, 3) |
| |develop a portfolio | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:225 (February 2004).
§909. Creative Expression—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Explore and identify imagery from a |Demonstrate art methods and techniques in |Produce works of art that |
| |variety of sources and create visual |visual representations based on research |successfully convey a central theme |
| |representations (2, 3) |of imagery (2, 3) |based on imagery, ideas, feelings, |
| | | |and memories (1, 2, 3) |
|Benchmark 2 |Explore and discuss techniques and |Select and apply media, techniques, and |Apply a variety of media techniques, |
| |technologies for visual expression and |technology to visually express and |technologies, and processes for |
| |communication (1, 2, 3) |communicate (1, 2, 3) |visual expression and communication |
| | | |(1, 2, 3) |
|Benchmark 3 |Use art vocabulary and the elements and|Use the elements and principles of design |Use the elements and principles of |
| |principles of design to convey the |and art vocabulary to visually express and|design for individual expression |
| |language of art (create and discuss own|describe individual ideas (1, 2) |while exploring compositional |
| |artwork) (1, 2, 3) | |problems (1, 2) |
|Benchmark 4 |Experiment to create various art forms,|Develop skills in creating various art |Produce a visual representation |
| |including art forms from other cultures|forms, including art forms from other |of ideas derived through the study of|
| |(2, 3, 4) |cultures (2, 3, 4) |various cultures and art forms |
| | | |(2, 3, 4) |
|Benchmark 5 |Draw on imagination, individual |Produce ideas for art productions while |Produce imaginative works of art |
| |experience, and group activities |engaging in individual and group |generated from individual and group |
| |to generate ideas for visual expression|activities (1, 2, 5) |ideas (1, 2, 5) |
| |(1, 4, 5) | | |
|Benchmark 6 |Identify relationships among visual |Understand and visually express |Produce works of art that describe |
| |arts, other arts, and disciplines |relationships among visual arts, other |and connect art with other |
| |outside the arts (1, 4) |arts, and disciplines outside the arts (1,|disciplines (1, 2, 4) |
| | |2, 4) | |
|Benchmark 7 |Maintain a sketchbook or journal, or |Maintain a sketchbook or journal and |Maintain a sketchbook or journal and |
| |develop a portfolio (1, 2, 3) |develop a portfolio (1, 2, 3) |develop a portfolio (1, 2, 3) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:225 (February 2004).
Subchapter B. Aesthetic Perception
§911. Purpose
A. Focus. The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and responding to the arts. A grasp of aesthetics empowers the individual to experience beauty in many forms, to appreciate artistic expression, and to develop insight into the creations and performances of others. By questioning concepts, weighing evidence, and examining intuitive reactions, the individual becomes increasingly discriminating in formulating preferences and conclusions about the values inherent in art. Aesthetic perception promotes creativity, flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their commonalities and differences.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:225 (February 2004).
§913. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|VA-AP-E1 |Use elements and principles of design and |(1, 4, 5) |
| |basic art vocabulary for expressing | |
| |responses to the work of others | |
|VA-AP-E2 |Recognize and respond to concepts of beauty |(1, 4, 5) |
| |and taste in the ideas and creations of | |
| |others through the study of visual arts | |
|VA-AP-E3 |Explore the beauty in nature and discern |(1, 2) |
| |images and sensory qualities found in nature| |
| |and art | |
|VA-AP-E4 |Recognize that there are many possibilities |(2, 3, 4) |
| |and choices in the processes for designing | |
| |and producing visual arts | |
|VA-AP-E5 |Participate in guided inquiry into the basic|(1, 2, 4) |
| |question, "What is art?" and share personal | |
| |feelings or preferences about various works | |
|VA-AP-E6 |Identify where and how the visual arts are |(1, 2, 4) |
| |used in daily life and in the community | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004).
§915. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|VA-AP-M1 |Use elements and principles of design and | (1, 4) |
| |expanded art vocabulary for responding to | |
| |the aesthetic qualities of various works | |
|VA-AP-M2 |Recognize that concepts of beauty differ |(1, 4, 5) |
| |by culture and that taste varies from | |
| |person to person | |
|VA-AP-M3 |Perceive the aesthetic value and influence|(1, 2, 4) |
| |of organic forms and the natural | |
| |environment as reflected in works of art | |
|VA-AP-M4 |Demonstrate awareness of various new |(1, 4) |
| |ideas, possibilities, options, and | |
| |situations pertaining to the art world | |
|VA-AP-M5 |Discuss the question "What is art?" and |(1, 4) |
| |express intuitive reactions and personal | |
| |responses to various works | |
|VA-AP-M6 |Describe the use and value of the visual |(1, 2, 4) |
| |arts in daily life, the workplace, and the| |
| |community | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004).
§917. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|VA-AP-H1 |Use advanced art/design vocabulary for |(1, 4) |
| |responding to the aesthetic qualities of | |
| |various works | |
|VA-AP-H2 |Distinguish unique characteristics of art |(1, 4, 5) |
| |as it reflects concepts of beauty and | |
| |quality of life in various cultures | |
|VA-AP-H3 |Use analogies, metaphors, and other |(1, 2, 4) |
| |descriptors to describe interrelationships| |
| |in works of art and nature | |
|VA-AP-H4 |Compare and contrast multiple |(1, 4) |
| |possibilities and options available for | |
| |artistic expression | |
|VA-AP-H5 |Question/weigh evidence and information, |(1, 2, 5) |
| |examine intuitive reactions, and | |
| |articulate personal attitudes toward | |
| |visual works | |
|VA-AP-H6 |Integrate knowledge of the visual arts in |(2, 4, 5) |
| |the total environment to understand the | |
| |arts within a community | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004).
§919. Aesthetic Perception—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Use elements and principles of design and|Use elements and principles of design and |Use advanced art/design vocabulary |
| |basic art vocabulary for expressing |expanded art vocabulary for responding |for responding to the aesthetic |
| |responses to the work of others (1, 4, 5)|to the aesthetic qualities of various works |qualities of various works (1, 4) |
| | |(1, 4) | |
|Benchmark 2 |Recognize and respond to concepts of |Recognize that concepts of beauty differ by |Distinguish unique characteristics of|
| |beauty and taste in the ideas and |culture and that taste varies from person to|art as it reflects concepts of beauty|
| |creations of others through the study of |person (1, 4, 5) |and quality of life in various |
| |visual arts (1, 4, 5) | |cultures (1, 4, 5) |
|Benchmark 3 |Explore the beauty in nature and discern |Perceive the aesthetic value and influence |Use analogies, metaphors, and other |
| |images and sensory qualities found in |of organic forms and the natural environment|descriptors to describe |
| |nature and art (1, 2) |as reflected in works of art |interrelationships in works of art |
| | |(1, 2, 4) |and nature (1, 2, 4) |
|Benchmark 4 |Recognize that there are many |Demonstrate awareness of various new ideas, |Compare and contrast multiple |
| |possibilities and choices in the |possibilities, options, and situations |possibilities and options available |
| |processes for designing and producing |pertaining to the art world (1, 4) |for artistic expression (1, 4) |
| |visual arts (2, 3, 4) | | |
|Benchmark 5 |Participate in guided inquiry into the |Discuss the question "What is art?" and |Question/weigh evidence and |
| |basic question "What is art?" and share |express intuitive reactions and personal |information, examine intuitive |
| |personal feelings or preferences about |responses to various works (1, 4) |reactions, and articulate personal |
| |various works (1, 2, 4) | |attitudes toward visual work (1, 2, |
| | | |5) |
|Benchmark 6 |Identify where and how the visual arts |Describe the use and value of the visual |Integrate knowledge of the visual |
| |are used in daily life and in the |arts in daily life, the workplace, and the |arts in the total environment to |
| |community (1, 2, 4) |community (1, 2, 4) |understand the arts within a |
| | | |community (2, 4, 5) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004).
Subchapter C. Historical and Cultural Perspective
§921. Purpose
A. Focus. Historical and cultural perspective is the vehicle for understanding works of art in time and place. The arts survive through times of interruption and neglect; they outlive governments, creeds, societies, and even the civilizations that spawned them. The artist is a harbinger of change, a translator of social thought, an analyst of cultures, a poetic scientist, and a recorder of history. To understand creative output in the history of the arts is to understand history itself.
B. Standard. Students develop historical and cultural perspective by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:0227 (February 2004).
§923. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|VA-HP-E1 |Identify the subject, basic style, and |(2, 4) |
| |culture represented by various works of art | |
|VA-HP-E2 |Recognize universal symbols and how works of|(1, 4, 5) |
| |art communicate a universal language | |
|VA-HP-E3 |Identify art images and themes from the past|(1, 2, 4) |
| |and present and discuss historical | |
| |differences | |
|VA-HP-E4 |Identify media used in works of art |(2, 3, 4) |
| |throughout history and recognize the | |
| |importance of available resources | |
|VA-HP-E5 |Recognize professions in the visual arts and|(2, 4) |
| |the role and status of the artist in various| |
| |cultures and time periods | |
|VA-HP-E6 |Recognize great artists and works of art |(2, 4) |
| |that have shaped the history of art | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:227 (February 2004).
§925. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|VA-HP-M1 |Identify and classify works of art by their |(2, 4) |
| |subject, style, culture, and time period | |
|VA-HP-M2 |Understand how works of art cross |(2, 4) |
| |geographical, political, and historical | |
| |boundaries | |
|VA-HP-M3 |Understand the meaning and significance of |(2, 4) |
| |ideas, themes, and messages in works of art | |
| |from the past and present | |
|VA-HP-M4 |Distinguish media and techniques used to |(2, 3, 4) |
| |create works of art throughout history | |
|VA-HP-M5 |Describe and compare careers in visual arts |(1, 2, 4) |
| |and the role and status of the artist in | |
| |various cultures and time periods | |
|VA-HP-M6 |Identify major works of great and |(4, 5) |
| |influential artists and recognize their | |
| |achievements | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:227 (February 2004).
§927. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|VA-HP-H1 |Analyze specific styles and periods of art|(2, 4, 5) |
| |in relation to prevailing cultural, | |
| |social, political, and economic conditions| |
|VA-HP-H2 |Analyze how works of art cross |(2, 4) |
| |geographical, political, and historical | |
| |boundaries | |
|VA-HP-H3 |Compare and contrast ways art has been |(1, 2, 4) |
| |used to communicate ideas, themes, and | |
| |messages throughout history | |
|VA-HP-H4 |Analyze materials, technologies, media, |(2, 3, 4) |
| |and processes of the visual arts | |
| |throughout history | |
|VA-HP-H5 |Investigate and assess roles, careers, and|(2, 4) |
| |career opportunities in the visual arts | |
|VA-HP-H6 |Identify representative visual artists of |(1, 4) |
| |various cultures and compare their lives, | |
| |careers, works, and influence | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:227 (February 2004).
§929. Historical and Cultural Perspective
Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |Identify the subject, basic style, |Identify and classify works of art by |Analyze specific styles and periods |
| |and culture represented by various |their subject, style, culture, and time |of art in relation to prevailing |
| |works of art (2, 4) |period (2, 4) |cultural, social, political, and |
| | | |economic conditions (2, 4, 5) |
|Benchmark 2 |Recognize universal symbols and how |Understand how works of art cross |Analyze how works of art cross |
| |works of art communicate a universal|geographical, political, and historical |geographical, political, and |
| |language (1, 4, 5) |boundaries (2, 4) |historical boundaries (2, 4) |
|Benchmark 3 |Identify art images and themes from |Understand the meaning and significance |Compare and contrast ways art has |
| |the past and present and discuss |of ideas, themes, and messages in works |been used to communicate ideas, |
| |historical differences (1, 2, 4) |of art from the past and present (2, 4) |themes, and messages throughout |
| | | |history (1, 2, 4) |
|Benchmark 4 |Identify media used in works of art |Distinguish media and techniques used to |Analyze materials, technologies, |
| |throughout history and recognize the|create works of art throughout history |media, and processes of the visual |
| |importance of available resources |(2, 3, 4) |arts throughout history (2, 3, 4) |
| |(2, 3, 4) | | |
|Benchmark 5 |Recognize professions in the visual |Describe and compare careers in visual |Investigate and assess roles, |
| |arts and the role and status of the |arts and the role and status of the |careers, and career opportunities in |
| |artist in various cultures and time |artist in various cultures and time |the visual arts (2, 4) |
| |periods (2, 4) |periods (1, 2, 4) | |
|Benchmark 6 |Recognize great artists and works of|Identify major works of great and |Identify representative visual |
| |art that have shaped the history of |influential artists and recognize their |artists of various cultures and |
| |art (2, 4) |achievements (4, 5) |compare their lives, careers, works, |
| | | |and influence (1, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).
Subchapter D. Critical Analysis
§931. Purpose
A. Focus. Critical 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 to describe, analyze, interpret, and make critical, reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).
§933. Benchmarks K-4
A. In grades K-4, students should know and be able to:
|VA-CA-E1 |View works of art and express observations|(1, 4) |
| |about how the elements and principles of | |
| |design are used in the works | |
|VA-CA-E2 |Identify images, colors, and other art |(1, 4) |
| |elements that have specific meanings in | |
| |cultural contexts | |
|VA-CA-E3 |Express and explain aesthetic judgments |(1, 2, 4) |
| |about the created (built) environment | |
|VA-CA-E4 |Express and explain opinions about visual |(1, 4) |
| |works of others using basic art vocabulary| |
|VA-CA-E5 |Express interpretations about works of art|(1, 4) |
| |and give supporting reasons | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).
§935. Benchmarks 5-8
A. In grades 5-8, students should know and be able to:
|VA-CA-M1 |View works of art and analyze how artists |(2, 3, 4) |
| |use design elements and principles to | |
| |achieve an aesthetic effect | |
|VA-CA-M2 |Analyze and interpret art images for their|(2, 4) |
| |symbolic meaning, purpose, and value in | |
| |place and time | |
|VA-CA-M3 |Express and justify aesthetic judgments |(1, 2, 4) |
| |about the created (built) environment | |
|VA-CA-M4 |Critique works of art sing expanded art |(1, 4) |
| |vocabulary | |
|VA-CA-M5 |Develop interpretations about works of art|(1, 4) |
| |and give supporting reasons | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).
§937. Benchmarks 9-12
A. In grades 9-12, students should know and be able to:
|VA-CA-H1 |Apply knowledge of design elements and |(2, 4) |
| |principles to analyze, compare, or | |
| |contrast the composition of various works | |
| |of art | |
|VA-CA-H2 |Compare and contrast symbolism as used in |(1, 4) |
| |works of visual art from different | |
| |cultures and time periods | |
|VA-CA-H3 |Critique the design of structures or areas|(1, 2, 4) |
| |in the created (built) environment based | |
| |on aesthetic criteria | |
|VA-CA-H4 |Critique works of art using advanced art |(1, 4) |
| |vocabulary | |
|VA-CA-H5 |Develop and justify personal |(1, 2, 4) |
| |interpretations of works of art based on | |
| |information from inside and outside the | |
| |work | |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).
§939. Critical Analysis—Grade Cluster
|Grade Cluster |K–4 |5–8 |9–12 |
|Benchmark 1 |View works of art and express |View works of art and analyze how artists |Apply knowledge of design elements |
| |observations about how the elements and|use design elements and principles to |and principles to analyze, compare, |
| |principles of design are used in the |achieve an aesthetic effect (2, 3, 4) |or contrast the composition of |
| |works (1, 4) | |various works of art (2, 4) |
|Benchmark 2 |Identify images, colors, and other art |Analyze and interpret art images for their|Compare and contrast symbolism as |
| |elements that have specific meanings in|symbolic meaning, purpose, and value in |used in works of visual art from |
| |cultural contexts (1, 4) |place and time (2, 4) |different cultures and time periods |
| | | |(1, 4) |
|Benchmark 3 |Express and explain aesthetic judgments|Express and justify aesthetic judgments |Critique the design of structures or |
| |about the created (built) environment |about the created (built) environment |areas in the created (built) |
| |(1, 2, 4) |(1, 2, 4) |environment based on aesthetic |
| | | |criteria (1, 2, 4) |
|Benchmark 4 |Express and explain opinions about |Critique works of art using expanded art |Critique works of art using advanced |
| |visual works of others using basic art |vocabulary (1, 4) |art vocabulary (1, 4) |
| |vocabulary (1, 4) | | |
|Benchmark 5 |Express interpretations about works of |Develop interpretations about works of art|Develop and justify personal |
| |art and give supporting reasons (1, 4) |and give supporting reasons (1, 4) |interpretations of works of art based|
| | | |on information from inside and |
| | | |outside the work (1, 2, 4) |
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.
HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:229 (February 2004).
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