WYOMING FINE AND PERFORMING ARTS

CONTENT AND PERFORMANCE STANDARDS

RATIONALE

Human culture is inseparable from the arts. From cave paintings to soaring music to YouTube,
the arts cut across language and time to create connections between peoples. Current technology
combined with ancient techniques gives students the opportunity to explore the arts and their
world in new ways. Whether it is the play which makes us laugh while addressing issues of
loyalty and family relationships, the painting documenting a joyous event, music that evokes
patriotism or the cultural traditions portrayed through dance, the arts create community by
serving as a primary medium for communicating ideas, emotion and meaning.

Students who are engaged in the arts develop critical habits of mind which serve them through
their work in other disciplines and through life. The arts foster acceptance of diversity,
independence and collaboration. Embedded in the arts is the experience of joy through creation,
the opportunity to experiment, risk and persevere, and, above all, learning to deeply experience
and see, hear, feel the world. The arts develop the whole child into a citizen prepared to meet the
challenges of today’s society.

A wide and growing body of research has emphasized the role of arts education in developing
literacy, numeracy and self-awareness in children. Key characteristics taught through the arts
such as risk taking, big-picture thinking, the ability to fail, persistence, creativity and problem
solving are critical to workforce development. As the 21st century evolves, people with these
leadership abilities will prove a powerful force in sustaining a global economy.

Fostering students’ creativity is the foundation of the Wyoming State Fine and Performing
Content and Performance Standards.

Why do we have Standards for the Fine and Performing Arts?

Standards ensure that all students in Wyoming receive a uniform and consistent art education and
are prepared for success in and out of the classroom. The arts, like no other subject, offer
students the opportunity to develop and apply thinking and motor skills across disciplines. The
Fine and Performing Arts offer multiple pathways to experiencing the arts through:

• Creating or performing. At the heart of the standards is developing craft through

disciplined practice, whether it is to draw, play an instrument, or bringing a character to
life.
• Aesthetic perception. Beyond creating is both the ability to enjoy and think critically
about the arts in all their varied forms.
• Historical and cultural context. The arts span time and culture, drawing us together
through a universal language and distinguishing us by our art forms
• Artistic connections. Developing connections across disciplines and discovering the
arts everywhere!
With the advent of the revised Wyoming Fine and Performing Arts Standards, there is a need for
clarification on the implementation expectations for the standards and attendant assessments.
While the standards reflect the desire for all Wyoming students to receive a uniform and
consistent art education prepared for success in and out of the classroom, they do not presume
that the revised standards in the four disciplines will be implemented at every grade level.

Each discipline, Dance, Music, Theatre and Visual Arts, has developed their own benchmarks,
while recognizing foundational skills and knowledge through common standards. The Content
and Performance Standards are organized by grade bands to provide specific guidance about
what students need to know and be able to do at the end of 4th, 8th and 11th grades.

Splitting the disciplines into the new benchmarks supports the work of teachers and principals
regarding what a quality program may look like in their buildings. The proposed benchmarks
will guide teachers to understanding the critical components of arts instruction that will support
the growth of students’ knowledge, skill, and interest in a particular arts discipline; however, the
committee recognizes that districts may not offer all disciplines associated with the arts.
Therefore, it is the intent that the standards for each discipline be applied only for the Fine and
Performing Arts courses offered within a district but every district will provide a Fine and
Performing Arts program.

They do not dictate curriculum or teaching methods. Teachers ensure students achieve standards
by using a variety of instructional strategies based on their students needs. Fostering students’
creativity is the foundation of the Wyoming State Fine and Performing Content and Performance
Standards.
 What is new in the Fine and Performing Arts Standards?

For the first time in the Wyoming Fine and Performing Arts Content and Performance Standards,
the four disciplines have the opportunity to express their crucial content and skills in language
congruent with the national standards of the field. Each discipline, Dance, Music, Theatre and
Visual Arts, has developed their own benchmarks, while recognizing foundational skills and
knowledge through common standards. The Content and Performance Standards are organized
by grade band to provide specific guidance about what students need to know and be able to do
at the end of 4th, 8th and 11th grades. Splitting the disciplines into the new benchmarks supports
the work of teachers and principals regarding what a quality program may look like in their
buildings. The proposed benchmarks will guide teachers to understanding the critical
components of arts instruction that will support the growth of students’ knowledge, skill, and
interest in a particular arts discipline.

Organization of Standards
The Wyoming Fine and Performing Arts Content and Performance Standards define what
students should know and be able to do in their study of the arts. They do not dictate curriculum
or teaching methods. Teachers ensure students achieve standards by using a variety of
instructional strategies based on their students needs.

The following terms are used in this document:

Grade Span: A consecutive range of grades which align with students’ developmental needs
and the instructional organization of Wyoming schools.

Standard: A general strand of fine and performing arts content and processes that students are
expected to know and be able to do.

Cluster: A group of related benchmarks (dance, music, theatre, and visual arts)

Benchmark: Statement of what a student should know and do at the end of a grade span or high
school content area. Benchmarks form a continuum through which students can become
successful in reaching a specific standard.

Standards Coding: The standards are coded for ease of identification and recording by
Content & Grade Level, Standard, Cluster and Benchmark as in the following
examples:

FPA 4.1.A.1 stands for: (Content and Grade Span) Fine and Performing Arts Grade
Span K-4. (Standard Number) 1. (Cluster) Visual Arts. (Benchmark) 1

FPA 11.3.T.2 stands for: (Content and Grade Span) Fine and Performing Arts Grade
Span 9-11. (Standard Number) 3. (Cluster) Theatre. (Benchmark) 2
Performance Level Descriptors: These statements help teachers judge where students are
performing in relation to the standards. They describe student performance at various levels of
proficiency. To consider a standard as “met”, students are required to perform at the “proficient”
level. A general definition of each level is provided below.

Advanced: Superior academic performance indicating an in-depth understanding and

exemplary display of the knowledge and skills included in the Wyoming Content and
Performance Standards.

Proficient: Satisfactory academic performance indicating a solid understanding and

display of the knowledge and skills included in the Wyoming Content and Performance
Standards.

Basic: Marginal academic performance, work approaching, but not yet reaching,
satisfactory performance, indicating partial understanding and limited display of the
knowledge and skills included in the Wyoming Content and Performance Standards.

Performance Level Descriptors - Fine and Performing Arts

Content level descriptors describe the performance expectations for students working in the fine
and performing arts. They provide students, parents and teachers a set of expectations for
different levels of performance. Content level performance descriptors are intentional broad,
addressing the knowledge and skills specific to the discipline of fine and performing arts, as well
as the expected cognitive depth students must demonstrate at each performance level.

Advanced: Students at the advanced performance level, engage in the creative process to
• Envision artistic works, demonstrating persistence and craftsmanship while applying
skills and knowledge to create or perform work
• Reflect upon and communicate the meaning and purpose of artistic works
• Reflect on their observations and knowledge to interpret and evaluate artistic works
• Analyze and reflect upon the historical and cultural context of the arts and
• Synthesize the arts, other disciplines and the communities in which they live

Proficient: Students at the proficient performance level, engage in the creative process to
• Persistently apply skills and knowledge to create or perform artistic works
• Communicate the meaning and purpose of artistic works
• Make observations about and interpret artistic works
• Analyze the historical and cultural context of the arts and
• Explain connections between arts, other disciplines and the communities in which they
live

Basic: Students at the basic performance level, through the creative process,
• Apply skills and knowledge to create or perform artistic works
• Make observations and communicate about artistic works
• Recognize that the arts have a historical and cultural context and
 • Identify connections between arts, other disciplines and the communities in which they
live

* Note: No performance level descriptor is written for “below basic.”

 Visual Art
Standard 1: Creative Expression Through Production:
Students create, perform, exhibit or participate in the arts.
K-4 5-8 9-11
FPA4.1.A.1: FPA 8.1.A.1: FPA 11.1.A.1:
Students create and revise Students create and revise Students conceptualize, create
original art to express ideas, original art to express ideas, and revise original art to
experiences and stories experiences and stories express ideas, experiences and
stories
FPA 4.1.A.2: FPA 8.1.A.2: FPA 11.1.A.2:
Students investigate and apply Students select and recognize Students envision, create,
a variety of materials, qualities and characteristics of communicate experiences and
resources, technologies and art media, techniques, ideas, and work toward artistic
processes to communicate technologies and processes to goals through use of media,
experiences and ideas through communicate their techniques, technologies, and
art. experiences and ideas through processes
art
FPA 4.1.A.3: FPA 8.1.A.3: FPA 11.1.A.3:
Students apply the elements Students analyze the use of the Students plan and create
and principles of design to elements and principles of artistic works based on use of
their artwork design in their artwork design elements and principles

FPA 4.1.A.4: FPA 8.1.A.4: FPA 11.1.A.4:

Students collaborate with Students collaborate with Students collaborate with
others in creative artistic others in creative artistic others in creative artistic
processes processes processes
FPA 4.1.A.5: FPA 8.1.A.5: FPA 11.1.A.5:
Students use art materials and Students use art materials and Students use art materials and
tools in a safe and responsible tools in a safe and responsible tools in a safe and responsible
manner manner manner
FPA 4.1.A.6: FPA 8.1.A.6: FPA 11.1.A.6:
Students complete and exhibit Students prepare and exhibit Students select, prepare and
their artwork their artwork exhibit their artwork and
explain their choice(s)
 Visual Art
Standard 2: Aesthetic Perception:
Students respond to, analyze, and make informed judgments about the arts.
K-4 5-8 9-11
FPA 4.2.A.1: FPA 8.2.A.1: FPA 11.2.A.1:
Students observe and Students observe and describe Students observe and describe
describe in detail the physical in detail the physical properties
in detail the physical properties
properties of works of art of works of art of works of art
FPA 4.2.A.2: FPA 8.2.A.2: FPA 11.2.A.2:
Students respond to art, using Students interpret art, Students interpret and analyze
vocabulary that describes identifying subjects, themes the intentions of artists through
subjects, themes and symbols and symbols that communicate themes, subjects and symbols.
their knowledge of context, Students question and explore
values and meaning the implications of the artists’
various purposes
FPA 4.2.A.3: FPA 8.2.A.3: FPA 11.2.A.3:
Students describe works of Students describe and analyze Students state preferences for
art using the language of works of art using the language individual works of art and
artistic elements and of artistic elements and provide rationale for those
principles. principles preferences based on an
analysis of artistic elements
and principles
FPA 4.2.A.4: FPA 8.2.A.4: FPA 11.2.A.4:
Students explain their Students form and defend their Students form and defend their
preference for specific works preferences for artists and preferences for artists, specific
specific works works and styles
 Visual Art
Standard 3: Historical and cultural context:
Students demonstrate an understanding of the arts
in relation to history, cultures, and contemporary society.
K-4 5-8 9-11
FPA 4.3.A.1: FPA 8.3.A.1: FPA 11.3.A.1:
Students know that the visual Students know, identify and Students differentiate among a
arts have both a history and compare the characteristics of variety of historical,
specific relationships to works of art from various environmental and cultural
various cultures environments, eras and contexts in terms of
cultures characteristics and purposes of
works of art

FPA 4.3.A.2: FPA 8.3.A.2: FPA 11.3.A.2:

Students identify specific Students describe and place a Students describe the function
works of art as belonging to variety of art objects in and explore the meaning of
particular cultures, times, and historical, environmental and specific art objects within
environments cultural contexts varied cultures, eras, and
environments

FPA 4.3.A.3: FPA 8.3.A.3: FPA 11.3.A.3:

Students understand that Students analyze, describe, and Students analyze relationships
history, environment, culture, relate how factors of culture, of works of art to one another
and the visual arts can time and environment in terms of history, aesthetics,
influence each other influence visual characteristics environment, and culture and
that give meaning and value to place their work within the
a work of art continuum of the visual arts
 Visual Art
Standard 4: Artistic Connections:
Students relate the arts to other disciplines, careers and everyday life.
K-4 5-8 9-11
FPA 4.4.A.1: FPA 8.4.A.1: FPA 11.4.A.1:
Students identify Students describe ways in Students synthesize the creative
connections between the which the principles and and analytical processes and
visual arts and other subject matter of other techniques of the visual arts and
disciplines in the curriculum
disciplines taught in the school other disciplines
are interrelated with the visual
arts
FPA 4.4.A.2: FPA 8.4.A.2: FPA 11.4.A.2:
Students identify careers Students explore visual arts Students identify artistic skills
and recreational careers and recreational and determine how they apply
opportunities in the visual opportunities and investigate to a variety of careers and
arts the artistic skills needed for recreational opportunities
those opportunities
FPA 4.4.A.3: FPA 8.4.A.3: FPA 11.4.A.3:
Students recognize visual Students recognize the role of Students analyze the
artists in their family and visual artists in their culture contributions that art and visual
community and explore how and investigate how these artists make to their local
these artists create their artists create their work community and contemporary
work society
FPA 4.4.A.4: FPA 8.4.A.4: FPA 11.4.A.4:
Students demonstrate Students demonstrate Students demonstrate
appropriate behavior in a appropriate behavior in a appropriate behavior in a
variety of art settings variety of art settings variety of art settings
 Dance
Standard 1: Creative Expression Through Production:
Students create, perform, exhibit or participate in the arts.
FPA4.1.D.1: FPA8.1.D.1: FPA11.1.D.1:
Students explore isolated and Students demonstrate and explain Students analyze and evaluate a
coordinated dance movement with isolated and coordinated dance wide range of isolated and
body awareness movements with body awareness coordinated dance movements
and intent with body awareness and intent
FPA4.1.D.2: FPA8.1.D.2: FPA11.1.D.2:
Students practice and demonstrate Students perform movements Students refine movement skills
balance, coordination, strength with an understanding of and evaluate alignment, balance,
and range of motion in basic alignment, balance, initiation of initiation of movement, range of
locomotor and movement, range of motion, motion, weight shift, elevation
nonlocomotor/axial movements, weight shift, elevation and and landing, fall and recovery
moving in a variety of directions landing, fall and recovery
FPA4.1.D.3: FPA8.1.D.3: FPA11.1.D.3:
Students demonstrate the elements Students apply and analyze the Students apply and evaluate the
of dance, including shape, level, elements of dance in their own elements of dance in their own
pathway, spatial awareness, and and others performance and others performance
energy/movement quality
FPA4.1.D.4: FPA8.1.D.4: FPA11.1.D.4:
Students demonstrate the ability Students understand and perform Students phrase movement
to dance to a musical phrase, musical phrasing artistically and musically and
responding to dynamic changes explain their choices
FPA4.1.D.5: FPA8.1.D.5: FPA11.1.D.5:
Students demonstrate a sequence Students perform multiple Students choreograph a dance
of movements, remember them in movement phrases to using recognized structures and
a short phrase and identify the demonstrate different forms; students critique the use
beginning, middle and end choreographic structures and of choreographic structures and
forms. Students explain the forms in a specific dance.
choreographic structures they
performed.
FPA4.1.D.6: FPA8.1.D.6: FPA11.1.D.6:
Experience the use of technology Explore and discuss ways of Explore and use technology with
with dance using technologies with dance dance.
FPA4.1.D.7: FPA8.1.D.7: FPA11.1.D.7:
Students independently create and Students use improvisation and Students synthesize elements of
perform movements to express revision to choreograph to dance and choreography to
images, ideas, intent, situations communicate images, ideas, communicate a coherent idea in
and feelings intent, situations or feelings a performance
 Dance
Standard 2: Aesthetic Perception:
Students respond to, analyze, and make informed judgments about the arts.
FPA4.2.D.1: FPA8.2.D.1: FPA11.2.D.1:
Students observe and Students explain how different Students interpret and analyze
discuss how dance is kinds of movement impact themes and symbolic
similar to and different meaning and interpretation of movements in a dance
from other forms of human artistic choices performance
movement
FPA4.2.D.2: FPA8.2.D.2: FPA11.2.D.2:
Students observe or Students observe or perform Students observe and critique
perform dance and discuss dance and discuss the main ideas performance of dance, based
observations in relation to of the dance, articulating on their intellectual, kinesthetic
personal context. emotional and kinesthetic and emotional response to the
responses in relation to personal performance
context.
FPA4.2.D.3: FPA8.2.D.3: FPA11.2.D.3:
Students observe and use Students use dance terminology Students use dance
dance terminology to to analyze how technical, terminology to analyze how
describe how elements of organizational and dance technical, organizational and
dance contribute to a elements contribute to the ideas, dance elements contribute to
performance aesthetic quality, and impact of the ideas, aesthetic quality, and
the performance. impact of the performance.
FPA4.2.D.4: FPA8.2.D.4: FPA11.2.D.4:
Students observe and Students discuss how production Students evaluate how
describe how production elements contribute to the ideas production elements contribute
elements contribute to a and impact of the performance to the ideas, aesthetic quality,
performance and impact of the performance.
 Dance
Standard 3: Historical and cultural context:
Students demonstrate an understanding of the arts
in relation to history, cultures, and contemporary society.

FPA4.3.D.1: FPA8.3.D.1: FPA11.3.D.1:

Students observe, practice, Students explain how values Students analyze the role of
perform and respond to and beliefs are reflected in dance in reflecting the values
dances from their dance in their community and and beliefs of various societies
community and different in different cultures
cultures

FPA4.3.D.2: FPA8.3.D.2: FPA11.3.D.2:

Students observe or perform Students investigate historical Students analyze the
historical movements or events and periods and their relationships between historical
dances influence on dance events and the development of
dance.
FPA4.3.D.3: FPA8.3.D.3: FPA11.3.D.3:
Students recognize that Students compare and contrast Students analyze the
people create and perform choreography from a variety of contributions of selected dance
dance differently. Observe styles of dance artists to various styles of dance
or perform and compare and how they have used
multiple dance genres materials, inventions and
technologies in their work
FPA4.3.D.4: FPA8.3.D.4: FPA11.3.D.4:
Students recognize dancers Students recognize the role of Students analyze the
in their family and dancers in their community and contributions that dance and its
community and explore how investigate how these artists artists make to their local
these artists create their create their work community
work
 Dance
Standard 4: Artistic Connections:
Students relate the arts to other disciplines, careers and everyday life.
FPA4.4.D.1: FPA8.4.D.1: FPA11.4.D.1:
Students explore a concept Students cite examples of Students identify and explain
or idea from another concepts common between commonalities and differences
discipline through dance and other disciplines between dance and other
movement disciplines

FPA4.4.D.2: FPA8.4.D.2: FPA11.4.D.2:

Students identify careers Students understand the Students identify how dance
and recreational relationships between various skills and experiences support
opportunities in dance careers in and related to dance and apply to a variety of careers
and recreational opportunities
FPA4.4.D.3: FPA8.4.D.3: FPA11.4.D.3:
Students explain how Students identify personal Students understand how media
healthy practices enhance goals to improve themselves as and social environment affect a
their ability to dance dancers and the steps they are dancer. Students analyze
taking to reach those goals strategies to maintain personal
health and well-being through
dance
FPA4.4.D.4: FPA8.4.D.4: FPA11.4.D.4:
Students are attentive and Students are attentive and Students are attentive and
respond appropriately to respond appropriately to vocal, respond appropriately to vocal,
vocal, musical, social or musical, social or observed musical, social or observed
observed cues. cues. cues.

FPA4.4.D.5: FPA8.4.D.5: FPA11.4.D.5:

Students recognize how Students understand the Students analyze the economics
dance opportunities are economics of dance, including of dance including the role of
supported in the community the role of advocacy and management, patronage,
philanthropy philanthropy and advocacy
 Music
Standard 1: Creative Expression Through Production:
Students create, perform, exhibit or participate in the arts.
K-4 5-8 9-11
FPA4.1.M.1: FPA8.1.M.1: FPA11.1.M.1:
Students develop basic Students demonstrate Students refine
musicianship through practice, musicianship through musicianship through
rehearsal and revision individual practice, rehearsal individual practice,
and revision rehearsal, revision and
performance
FPA 4.1.M.2: FPA 8.1.M.2: FPA 11.1.M.2:
Students perform independently Students perform independently Students perform
and with others a varied and with others a varied independently and with
repertoire of music, developing repertoire of music, others a varied repertoire of
pitch accuracy, rhythm, demonstrating correct posture, music, refining
posture, dynamics, and steady playing position, breath control, musicianship and technical
beat. dynamics, intonation, range and accuracy.
tone quality.
FPA4.1.M.3: FPA8.1.M.3: FPA11.1.M.3:
Students improvise simple Students improvise rhythms, Students improvise rhythms,
rhythms, melodies and melodies and accompaniments melodies and
accompaniments using a within a consistent style, meter, accompaniments within a
variety of traditional and non- and tonality consistent style, meter, and
traditional sounds tonality, and discuss their
musical choices
FPA 4.1.M.4: FPA 8.1.M.4: FPA 11.1.M.4:
Students create music using a Students compose and arrange Students compose and
variety of traditional and non- music within specified arrange music within
traditional sound sources guidelines specified guidelines,
demonstrating creativity in
using the elements of music
for expressive effect
FPA 4.1.M.5: FPA 8.1.M.5: FPA 11.1.M.5:
Students read and notate simple Students develop musical Students demonstrate
rhythm, dynamics and pitch literacy through reading, musical literacy through
notation sightreading and notating music reading, sightreading and
notating music
 Music
Standard 2: Aesthetic Perception:
Students respond to, analyze, and make informed judgments about the
arts.
K-4 5-8 9-11
FPA4.2.M.1 FPA8.2.M.1 FPA11.2.M.1
Students use appropriate Students apply appropriate Students analyze compositional
terminology to identify terminology in the analysis of devices and techniques used in
simple forms and the compositional devices and a musical work and give
timbres of a variety of techniques used in a musical examples of other works that
instruments and voices. work make similar uses of these
devices and techniques
FPA4.2.M.2 FPA8.2.M.2 FPA11.2.M.2
Students respond to aural Students respond to aural Students respond to aural
examples by moving to and examples by describing musical examples by evaluating
describing music of various elements of a varied repertoire musical elements and
styles of music expressive devices of a varied
repertoire of music
FPA4.2.M.3 FPA8.2.M.3 FPA11.2.M.3
Students explore criteria and Students discuss criteria and Students apply criteria in
discuss the quality of their evaluate the quality and evaluating their own and
own and others’ effectiveness of their own and others’ performances,
performances and others' performances, compositions, arrangements, or
improvisations compositions, arrangements, or improvisations by comparing
improvisations and contrasting them to similar
or exemplary models.
FPA4.2.M.4 FPA8.2.M.4 FPA11.2.M.4
Students explain their Students form and defend their Students form and defend their
preferences for specific preferences for musicians, preferences for musicians,
musical works and genres musical works and genres musical works and genres
 Music
Standard 3: Historical and cultural context:
Students demonstrate an understanding of the arts
in relation to history, cultures, and contemporary society.
K-4 5-8 9-11
FPA4.3.M.1: FPA8.3.M.1: FPA11.3.M.1:
Students identify by genre Students describe Students classify, by genre or
or style examples of music distinguishing characteristics of style and by historical period or
from various historical musical genres or styles from culture, unfamiliar music and
periods and cultures various historical periods and explain the reasoning behind
cultures their classifications
FPA4.3.M.2: FPA8.3.M.2: FPA11.3.M.2:
Students listen to a varied Students listen to a varied Students listen to a varied
repertoire of music and repertoire of music and explain repertoire of music,
explore the historical and the characteristics that cause a emphasizing American music,
cultural significance work to be considered and
historically or culturally analyze the characteristics that
significant cause a work to be considered
historically or culturally
significant
FPA4.3.M.3: FPA8.3.M.3: FPA11.3.M.3:
Students identify the Students compare the purposes Students evaluate the various
purposes of music, roles of of music, roles of musicians, purposes of music, select music
musicians, and and environments in which for a specific purpose, and
environments in which music is typically performed in defend their choice
music is performed in their a variety of world cultures
daily lives and other world
cultures
 Music
Standard 4: Artistic Connections:
Students relate the arts to other disciplines, careers and everyday life.
K-4 5-8 9-11
FPA4.4.M.1: FPA8.4.M.1: FPA11.4.M.1:
Students demonstrate safe, Students demonstrate safe, Students demonstrate safe,
responsible and responsible and appropriate responsible and appropriate
appropriate behavior in a behavior in a variety of musical behavior in a variety of
variety of musical settings settings musical settings
FPA4.4.M.2: FPA8.4.M.2: FPA11.4.M.2:
Students identify Students describe ways in which Students examine the creative
similarities and differences other disciplines are interrelated and analytical processes of
between other disciplines with music music in relationship to other
and music disciplines
FPA4.4.M.3: FPA8.4.M.3: FPA11.4.M.3:
Students explore careers, Students develop an awareness of Students identify how musical
cultural and recreational careers, cultural and recreational skills and dispositions are
opportunities in music opportunities in music applied to careers, cultural and
recreational opportunities
FPA4.4.M.4: FPA8.4.M.4: FPA11.4.M.4:
Students recognize how Students discuss the economics of Students analyze the
musical opportunities are music, including the role of economics of music including
supported in the advocacy the role of management,
community patrons, philanthropy and
advocacy
 Theatre
Standard 1: Creative Expression Through Production:
Students create, perform, exhibit or participate in the arts.
K-4 5-8 9-11
FPA4.1.T1: FPA8.1.T.1: FPA11.1.T.1:
Students create and perform Students perform in a Students perform in a theatrical
to express ideas through the theatrical setting setting using a variety of dramatic
use of movement, sound and styles.
language
FPA4.1.T.2: FPA8.1.T.2: FPA11.1.T.2
Students explore the Students create for a Students design and create for a
expression of an idea theatrical setting using theatrical setting using a variety of
through the creative use of technical theatre skills technical theatre skills and
available materials and technologies
resources
FPA4.1.T.3: FPA8.1.T.3: FPA11.1.T.3:
Students develop self- Students improve theatrical Students refine theatrical skills
discipline through practice skills and self-discipline and self-discipline through
and memorization through rehearsal, practice, rehearsal, practice, memorization
and memorization. and revision
FPA4.1.T.4: FPA8.1.T.4: FPA11.1.T.4:
Students develop Students apply Students apply collaborative skills
collaborative skills through collaborative skills in the to create and critique theatrical
the creative dramatic process creative dramatic process works

FPA4.1.T.5: FPA8.1.T.5: FPA11.1.T.5:

Students imagine and Students explore character Students research characters,
describe characters, plots and and theme within a themes, and historical events to
settings dramatic piece support the creation of theatrical
productions
FPA8.1.T.6: FPA11.1.T.6:
Students understand the role Students use a script to inform
of a script in a production their performances and technical
theatre designs
 Theatre
Standard 2: Aesthetic Perception:
Students respond to, analyze, and make informed judgments about the arts.

FPA4.2.T.1: FPA8.2.T.1: FPA11.2.T.1:

Students view and Students view and analyze a live Students view and critique a live
discuss a live performance including performance, including responses
performance articulating emotional responses to the intellectual and emotional
to the performance effects of the performance
FPA4.2.T.2: FPA8.2.T.2: FPA11.2.T.2:
Students observe and Students observe and analyze Students observe and evaluate
describe how theatrical how technical, organizational how technical, organizational and
elements contribute to a and theatrical elements theatrical elements contribute to
live performance contribute to the ideas, aesthetic the ideas, aesthetic quality, and
quality, and impact of the impact of the theatrical form.
theatrical form.
FPA4.2.T.3: FPA8.2.T.3: FPA11.2.T.3:
Students describe Students interpret dramatic Students interpret and analyze the
subjects, themes and works, identifying subjects, intentions and artistic choices of
symbols of a dramatic themes, artistic choices and dramatic artists through themes,
work using basic symbols that communicate their subjects and symbols through use
theatrical terminology knowledge of context, values of theatrical terminology. Students
and meaning through use of question and explore the
theatrical terminology implications of the dramatic
artists’ various purposes
FPA4.2.T.4: FPA8.2.T.4: FPA11.2.T.4:
Students explain their Students explain personal Students form and defend
personal preference for preferences for dramatic works preferences for specific theatrical
dramatic works. and styles through the influence works using a rationale based on
of personal experiences an analysis of theatrical elements,
and personal experiences.
FPA4.2.T.5: FPA8.2.T.5: FPA11.2.T.5:
Students read and Students read and analyze a Students read, analyze and
understand a simple script evaluate scripts
script
 Theatre
Standard 3: Historical and cultural context:
Students demonstrate an understanding of the arts in relation
to history, cultures, and contemporary society.

K-4 5-8 9-11

FPA4.3.T.1: FPA8.3.T.1: FPA11.3.T.1:
Students explore dramatic Students investigate dramatic Students analyze dramatic
works belonging to various works as belonging to various works and distinguishing
cultures, times, and places. cultures, times, and places. features from a variety of
cultures and historical
periods
FPA8.3.T.2: FPA11.3.T.2:
Students explain how history, Students examine the role
culture and theatre influence and development of the
each other. theatre arts in a variety of
cultures and historical
periods
FPA11.3.T.3
Students evaluate how a work
of theatre impacts and is
influenced by authorial,
social, cultural and historical
contexts
 Theatre
Standard 4: Artistic Connections:
Students relate the arts to other disciplines, careers and everyday life.
K-4 5-8 9-11
FPA4.4.T.1: FPA8.4.T.1: FPA11.4.T.1:
Students demonstrate Students demonstrate Students demonstrate
appropriate etiquette in a appropriate etiquette in a appropriate etiquette in a variety
variety of theatrical settings variety of theatrical settings of a theatrical settings
FPA4.4.T.2: FPA8.4.T.2: FPA11.4.T.2:
Students develop and Students demonstrate and Students model and practice safe
practice safe and practice safe and responsible and responsible behavior in
responsible behavior in behavior in theatrical spaces theatrical spaces
theatrical spaces
FPA4.4.T.3: FPA8.4.T.3: FPA11.4.T.3:
Students identify Students describe ways in Students connect the creative
connections between which the principles and and analytical processes and
theatre and other disciplines subject matter of theatre are techniques of theatre with other
interrelated with other disciplines, and understand how
disciplines theatre influences and enhances
other disciplines
FPA4.4.T.4: FPA8.4.T.4: FPA11.4.T.4:
Students identify careers Students explore careers and Students identify theatrical skills
and recreational recreational opportunities and determine how they apply to
opportunities in theatre utilizing theatrical skills a variety of careers and
recreational opportunities
FPA4.4.T.5: FPA8.4.T.5: FPA11.4.T.5:
Students recognize theatre Students recognize the role of Students analyze the
artists in their family and theatre artists in their culture contributions that theatre and its
community and explore and investigate how these artists make to their local
how these artists create artists create their work community and contemporary
their work society
FPA4.4.T.6: FPA8.4.T.6: FPA11.4.T.6:
Students recognize how Students understand the Students analyze the economics
theatre opportunities are economics of the theatre, of theatre including the role of
supported in the community including the role of advocacy management, patronage,
and philanthropy philanthropy and advocacy
Grades K-12 Common Core State Standards Literacy Component
K-5: To build a foundation for college and career readiness, students must read widely and
deeply from among a broad range of high-quality, increasingly challenging literary and
informational texts.

K-5: To build a foundation for college and career readiness, students need to learn to use writing
as a way of offering and supporting opinions, demonstrating understanding of the subjects they
are studying, and conveying real and imagined experiences and events.

6-12: To become college and career ready, students must grapple with works of exceptional craft
and thought whose range extends across genres, cultures, and centuries

6-12: For students, writing is a key means of asserting and defending claims, showing what they
know about a subject, and conveying what they have experienced, imagined, thought, and felt.

It is important to note that these Reading/Writing standards are meant to complement the
specific content demands of the discipline, not replace them.

For further examination of the Literacy Component in the Common Core State Standards:

http://www.corestandards.org/the-standards/english-language-arts-standards/science-
technical/introduction/