Splash into Art

ART I SYLLABUS

Art 1 is an introductory level course designed to help students develop basic art skills and problem-solving techniques with an emphasis on 2-dimensional design and visual composition. The curriculum is broad and challenging, with a specific focus on the Elements and Principles of Design.

COURSE OBJECTIVES

Students will create a collection of original and interesting artworks that embody an understanding of the Elements and Principles of Design, utilizing a variety of art media to place them into a 2D context. Students will also learn to use appropriate art terminology in objective analysis of artwork and discuss the use of the Elements and Principles in historical and cultural examples.

CLASS EXPECTATIONS

1.SAFETY: Students, teachers and guests will treat all materials, tools and situations with safety as the number one priority.
2.RESPECT (vt) to consider worthy of high regard
   1.Teacher
   2.Other students
   3.Yourselves
   4.Artwork/Art materials
   5.Personal and public property
3.FOLLOW DIRECTIONS

Be on time, ready to learn, in your seat, quiet, with the class materials by the time the bell rings. Students will not be excused from class unless absolutely necessary and only with a pass. Take care of all personal business outside of class time. Use appropriate language at all times. Abuse of materials and classroom environment will not be tolerated. Students will all participate in cleanup at the end of each class session. Each student is responsible for everyone’s mess. This means you help each other clean up and put away all materials in their proper place. All school and district policies are enforced in this classroom.

ASSIGNMENTS

Numerous sources and criteria are used in the development of the Art 1 curriculum, including but not exclusive to the following: The State of Texas Curriculum Guide, National Standards (from the National Art Education Association), Standards, professional journals, textbook objectives, Advanced Placement Studio Art requirements, college portfolio requirements, curriculum alignment guide and bubble gum wrappers. Assignments include, but are not limited to the following: awareness and sensitivity to natural and man-made environments, examination of a variety of objects, exploration and application of the elements and principles of design, inventive and imaginative expression through art materials and tools, creation and development of artwork utilizing a variety of materials, appreciation of art of the past and present, pooka portraits, and aesthetic growth through visual discrimination and judgment. Media-based projects are based on a Pre-AP initiative, using strategies and tools needed to engage students in active, high-level learning. Art 1 is the 2-D foundation level of the vertically aligned curriculum at Spring High School.

GRADING AND EVALUATION

Expectations of students are based on entry-level skills. Students have different degrees of skill, but each one’s experience is valued and the teacher will build upon what the student already knows. Therefore, STUDENTS CANNOT COMPARE GRADES! Each individual project will have a rubric specific to that project for grading purposes. The assignment can be broken down into smaller objectives which can be graded by me or evaluated by the student. For example, a lesson on the element of space might be to create a work that involves containing or surrounding an object. Most projects are worth between 100 and 200 points, depending on the length and depth of the project. Sculpture 1 should be an enjoyable, enriching experience. In order for students to earn the privilege of using art materials and working in a studio environment, they must follow the rules and understand that while many of the projects are fun and hands-on, art class is not playtime. It is my hope that students will learn to enjoy art at many different levels. With an open mind and a willingness to learn, anyone can be taught. Please feel free to contact me with any questions or comments. My planning period is 4th period. I look forward to working with your student this year.

ART ROOM SAFETY RULES

1. Wear Protective Equipment - ALL students MUST always have on goggles, mask and apron/workshirt when drilling, cutting or carving materials (plaster, wire, metal, wood, etc.). Don’t wear sandals, flipflops or open-toed shoes.

2. Use proper techniques and procedures- These will be discussed daily with students as they are applicable to certain projects, as well as posted throughout the room.
3. Know the locations and use of ALL safety equipment - exits, fire extinguisher, nurse station, goggles, aprons/shirts, etc.

4. Be Alert, Serious and Responsible NEVER1. Eat, chew gum or drink at any time in the classroom2. Clutter your work area.3. Use materials in any inappropriate way, shape or manner.4. Remove equipment or supplies from the room.5. Take any unnecessary risks! If you are unsure of something, DON’T DO IT! Always see me and ASK! ASK! ASK!

*At the end of each class, clean and return your equipment. Wash and dry your hands thoroughly before leaving each day. Unfortunately, these safety rules are not complete so verbal instructions or rules may be added throughout the term.* I need your help to create a safe environment. It is YOUR obligation to report any concerns or suggestions to me immediately.

ART TEKS
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts
Subchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unless otherwise noted.

§117.51. Implementation of Texas Essential Knowledge and Skills for Fine Arts, High School.
The provisions of this subchapter shall supersede
§75.67 of this title (relating to Fine Arts) beginning
September 1, 1998.
Source: The provisions of this §117.51 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.52. Art, Level I.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing the following art course: Art I
(one credit).

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.

(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.

(c) Knowledge and skills.

(1) Perception. The student develops and organizes
ideas from the environment. The student is expected
to:

(A) illustrate ideas for artworks from direct
observation, experiences, and imagination; and

(B) compare and contrast the use of art elements
(color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm,
balance, proportion, unity) in personal
artworks and those of others, using vocabulary
accurately.

(2) Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:

(A) create visual solutions by elaborating on
direct observation, experiences, and
imagination;

(B) create designs for practical applications; and

(C) demonstrate effective use of art media and
tools in design, drawing, painting,
printmaking, and sculpture.

(3) Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:

(A) compare and contrast historical and
contemporary styles, identifying general
themes and trends;

(B) describe general characteristics in artworks
from a variety of cultures; and

(C) compare and contrast career and avocational
opportunities in art.

(4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:

(A) interpret, evaluate, and justify artistic
decisions in personal artworks; and

(B) select and analyze original artworks,
portfolios, and exhibitions by peers and
others to form precise conclusions about
formal qualities, historical and cultural
contexts, intents, and meanings.


Source: The provisions of this §117.52 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.53. Art, Level II.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
art courses: Drawing II, Painting II, Printmaking II,
Fibers II, Ceramics II, Sculpture II, Jewelry II,
Photography II, Electronic Media II (one credit per
course). The prerequisite for each Level II art course
is one credit of Art I.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.

(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.

(c) Knowledge and skills.

(1) Perception. The student develops and organizes
ideas from the environment. The student is expected
to:

(A) interpret visual parallels between the
structures of natural and human-made
environments; and

(B) compare suitability of art materials and
processes to express specific ideas relating
to visual themes, using precise art
vocabulary.

(2) Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:

(A) formulate multiple solutions to expand
personal themes that demonstrate intent;

(B) apply design skills in creating practical
applications, clarifying presentations, and
defining choices made by consumers; and

(C) select from a variety of art media and tools
to communicate specific ideas in drawing,
painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking, and
electronic media-generated art.

(3) Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:

(A) study a selected historical period or style of
art;

(B) analyze specific characteristics of artworks
in various cultures; and

(C) select and research career and avocational
choices in art.

(4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:

(A) select and critique artworks in progress,
making decisions about future directions in
personal work; and

(B) select and critique original artworks,
portfolios, and exhibitions by peers or
others.


Source: The provisions of this §117.53 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.54. Art, Level III.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
art courses: Drawing III, Painting III, Printmaking
III, Fibers III, Ceramics III, Sculpture III, Jewelry
III, Photography III, Art History III, Graphic Design
III, Electronic Media III, the College Board Advanced
Placement (AP) Drawing, AP General Art Portfolio, AP
History of Art, International Baccalaureate (IB)
Art/Design SL Option A, IB Art/Design SL Option B, IB
Art/Design HL (one credit per course). The prerequisite
for Art History III, Graphic Design III, AP General Art
Portfolio, AP History of Art, IB Art/Design SL Option
A, IB Art/Design SL Option B, and IB Art/Design HL is
one credit of any Art II course. The prerequisite for
all other Level III art courses is one credit of Art II
in the corresponding discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.

(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.

(c) Knowledge and skills.

(1) Perception. The student develops and organizes
ideas from the environment. The student is expected
to:

(A) analyze visual characteristics of natural and
human-made subjects in a variety of ways,
illustrating flexibility in solving problems,
creating multiple solutions, and thinking
imaginatively; and

(B) analyze visual qualities to express the
meaning of images and symbols, using precise
art vocabulary.

(2) Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:

(A) solve visual problems by planning and
attempting a variety of solutions;

(B) solve visual problems and develop multiple
solutions for designing ideas, clarifying
presentations, and evaluating consumer
choices, using design skills; and

(C) select from a variety of art media and tools
to express intent in drawing, painting,
printmaking, sculpture, ceramics, fiberart,
jewelry, photography/filmmaking, and
electronic media-generated art.

(3) Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:

(A) study a selected period, style, or movement in
art;

(B) trace influences of various cultures on
contemporary artworks; and

(C) analyze a selected career opportunity in art,
identifying the training, skills, and plan of
action necessary for realizing such a goal.

(4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:

(A) select artworks for a personal portfolio based
on evaluation of developmental progress,
competency in problem-solving, and a variety
of visual ideas; and

(B) analyze original artworks, portfolios, and
exhibitions to form conclusions about formal
qualities, historical and cultural contexts,
intents, and meanings and to show innovation
and provide examples of in-depth exploration
of one or more themes.


Source: The provisions of this §117.54 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.55. Art, Level IV.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
art courses: Drawing IV, Painting IV, Printmaking IV,
Fibers IV, Ceramics IV, Sculpture IV, Jewelry IV,
Photography IV, Graphic Design IV, Electronic Media IV,
the College Board Advanced Placement (AP) Drawing, AP
General Art Portfolio, AP History of Art, International
Baccalaureate (IB) Art/Design SL Option A, IB
Art/Design SL Option B, and IB Art/Design HL (one
credit per course). The prerequisite for AP General Art
Portfolio, AP History of Art, IB Art/Design SL Option
A, IB Art/Design SL Option B, and IB Art/Design HL is
one credit of any Art II course. The prerequisite for
all other Level IV art courses is one credit of Art III
in the corresponding discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.

(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.

(c) Knowledge and skills.

(1) Perception. The student develops and organizes
ideas from the environment. The student is expected
to:

(A) create themes for personal artworks that
integrate a broad range of visual
observations, experiences, and imagination;
and

(B) make subtle discriminations in analyzing
complex visual relationships and content,
using precise art vocabulary.

(2) Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:

(A) produce an original body of artwork that
integrates information from a variety of
sources and demonstrates sustained, self-
directed investigations into specific themes;

(B) evaluate and justify design ideas and concepts
for use in personal artworks; and

(C) create artworks, singularly and in series, by
selecting from a variety of art materials and
tools appropriate to course work in drawing,
painting, printmaking, sculpture, ceramics,
fiberart, jewelry, photography/filmmaking, and
electronic media-generated art.

(3) Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:

(A) identify and illustrate art history as a major
source of interpretation;

(B) analyze and evaluate the influence of
contemporary cultures on artworks; and

(C) evaluate a selected career in art, justifying
the choice.

(4) Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:

(A) develop evaluative criteria for selecting
artworks to include in a portfolio and senior
exhibition that demonstrate a high level of
creativity and expertise in one or more art
areas; and

(B) analyze a wide range of artworks to form
conclusions about formal qualities, historical
and cultural contexts, intents, and meanings.


Source: The provisions of this §117.55 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.56. Dance, Level I.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing the following dance course:
Dance I (one credit).

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. Dance
students develop perceptual thinking and moving
abilities in daily life that promote understanding
of themselves and others and allow them to
interact effectively in the community. By
mastering movement principles and skills, students
develop self-discipline, and healthy bodies that
move expressively, efficiently, and safely through
space and time with controlled energy.

(2) Students recognize dance as a vehicle for
understanding cultural and historical contexts,
increasing awareness of their own and others'
heritage and traditions, thus helping them to
participate in a diverse society. Evaluating and
analyzing dance strengthen decision-making skills,
develop critical and creative thinking, and enable
students to make informed decisions about dance
and the world around them.

(c) Knowledge and skills.

(1) Perception. The student develops an awareness of
the body's movement, using sensory information
while dancing. The student is expected to:

(A) demonstrate basic kinesthetic and spatial
awareness with others;

(B) develop sensitivity toward others when working
in groups;

(C) express ideas and emotions through movement;
and

(D) interpret images found in the environment
through movement.

(2) Creative expression/performance. The student
applies body sciences and fitness principles to
dance. The student is expected to:

(A) communicate using appropriate anatomical
terminology;

(B) demonstrate basic principles of proper
skeletal alignment; and

(C) practice an effective warm-up and cool-down,
using elements of proper conditioning.

(3) Creative expression/performance. The student
develops knowledge and skills of dance elements and
of choreographic processes and forms in a variety
of dance styles. The student is expected to:

(A) perform memorized movement sequences with
rhythmical accuracy in several dance styles,
including classical ballet, tap, modern, and
ethnic dance;

(B) identify the effective use of dance elements
in practice and performance;

(C) improvise and demonstrate original movement;
and

(D) perform basic compositional forms, using
fundamental choreographic processes.

(4) Historical/cultural heritage. The student
demonstrates an understanding of cultural,
historical, and artistic diversity. The student is
expected to:

(A) analyze the characteristics of dances from
several diverse cultures;

(B) perform dance phrases or dances from several
time periods with an understanding of
historical and social contexts; and

(C) identify historical figures and their
significance in dance history.

(5) Response/evaluation. The student makes informed
judgments about dance's form, meaning, and role in
society. The student is expected to:

(A) incorporate appropriate movement vocabulary
when identifying qualities and discussing
meaning of performance and production in
dance;

(B) demonstrate appropriate audience behavior and
etiquette in the classroom and at
performances;

(C) identify relationships between dance and other
fine art subjects; and

(D) distinguish commonalities between dance and
subject areas such as English, mathematics,
science, and social studies.


Source: The provisions of this §117.56 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.57. Dance, Level II.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing the following dance course:
Dance II (one credit). Dance I is a prerequisite for
Dance II.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. Dance
students develop perceptual thinking and moving
abilities in daily life that promote understanding
of themselves and others and allow them to
interact effectively in the community. By
mastering movement principles and skills, students
develop self-discipline, and healthy bodies that
move expressively, efficiently, and safely through
space and time with controlled energy.

(2) Students recognize dance as a vehicle for
understanding cultural and historical contexts,
increasing awareness of their own and others'
heritage and traditions, thus helping them to
participate in a diverse society. Evaluating and
analyzing dance strengthen decision-making skills,
develop critical and creative thinking, and enable
students to make informed decisions about dance
and the world around them.

(c) Knowledge and skills.

(1) Perception. The student develops an awareness of
the body's movement, using sensory information
while dancing. The student is expected to:

(A) demonstrate a developing kinesthetic and
spatial awareness;

(B) demonstrate respect for others when working in
groups;

(C) demonstrate effectively the connection between
emotions and movement; and

(D) identify details in movement in natural and
constructed environments.

(2) Creative expression/performance. The student
applies body sciences and fitness principles to
dance. The student is expected to:

(A) communicate using appropriate anatomical and
dance terminology;

(B) perform with proper skeletal alignment;

(C) exhibit strength, flexibility, and endurance
in dance training and performances; and

(D) incorporate proper conditioning and injury
prevention practices.

(3) Creative expression/performance. The student
develops knowledge and skills of dance elements and
of choreographic processes and forms in a variety
of dance styles. The student is expected to:

(A) perform extended movement patterns with
rhythmic accuracy in traditional concert dance
styles;

(B) demonstrate the elements of dance effectively;

(C) improvise dance phrases, using the concept of
abstraction; and

(D) incorporate choreographic processes such as
retrograde and inversion in dance styles.

(4) Historical/cultural heritage. The student
demonstrates an understanding of cultural,
historical, and artistic diversity. The student is
expected to:

(A) perform dances of various cultures;

(B) choreograph short dance phrases that exhibit
an understanding of various historical
periods; and

(C) perform dances in various mediums such as
musical theatre, film, and video.

(5) Response/evaluation. The student makes informed
judgments about dance's form, meaning, and role in
society. The student is expected to:

(A) identify characteristics of a variety of
dances;

(B) analyze qualities of performance and
production in dance;

(C) identify similarities of form and expression
in dance and other fine arts; and

(D) identify and apply dance and dance-related
skills such as creative problem-solving,
cooperation, and self-discipline to various
work experience.


Source: The provisions of this §117.57 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.58. Dance, Level III.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing the following dance course:
Dance III (one credit). Dance I and Dance II are
prerequisites for Dance III.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. Dance
students develop perceptual thinking and moving
abilities in daily life that promote understanding
of themselves and others and allow them to
interact effectively in the community. By
mastering movement principles and skills, students
develop self-discipline, and healthy bodies that
move expressively, efficiently, and safely through
space and time with controlled energy.

(2) Students recognize dance as a vehicle for
understanding cultural and historical contexts,
increasing awareness of their own and others'
heritage and traditions, thus helping them to
participate in a diverse society. Evaluating and
analyzing dance strengthen decision-making skills,
develop critical and creative thinking, and enable
students to make informed decisions about dance
and the world around them.

(c) Knowledge and skills.

(1) Perception. The student develops an awareness of
the body's movement, using sensory information
while dancing. The student is expected to:

(A) demonstrate a kinesthetic and spatial
awareness;

(B) work respectfully with others;

(C) demonstrate effectively the connection between
emotions and ideas and movement; and

(D) identify designs and images in natural and
constructed environments.

(2) Creative expression/performance. The student
applies body sciences and fitness principles to
dance. The student is expected to:

(A) communicate using appropriate anatomical and
dance terminology;

(B) perform using basic principles of skeletal
alignment;

(C) exhibit strength, flexibility, and endurance
in training and performances; and

(D) incorporate injury prevention procedures when
exercising, practicing, and performing.

(3) Creative expression/performance. The student
develops knowledge and skills of dance elements and
of choreographic processes and forms in a variety
of dance styles. The student is expected to:

(A) perform memorized complex movement sequences
with rhythmic accuracy in traditional concert
dance styles;

(B) demonstrate a wide range of dynamics in
quality movement;

(C) perform with projection, confidence, and
expression when executing dance movements; and

(D) create dance studies, using original movement,
based on theme, variation, and/or chance.

(4) Historical/cultural heritage. The student
demonstrates an understanding of cultural,
historical, and artistic diversity. The student is
expected to:

(A) describe similarities and differences in
steps, styles, and traditions in dances from
various cultures and historical periods; and

(B) choreograph a dance based on a historical
event or theme.

(5) Response/evaluation. The student makes informed
judgments about dance's form, meaning, and role in
society. The student is expected to:

(A) compare characteristics and qualities of a
variety of dances;

(B) analyze dance from a variety of perspectives
such as those of dance critic, performer,
choreographer, and audience member;

(C) compare and contrast the use of form and
expression in dance with their use in art,
music, theatre, and other subject areas; and

(D) identify opportunities in dance as a
profession.


Source: The provisions of this §117.58 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.59. Dance, Level IV.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing the following dance course:
Dance IV (one credit). Dance I, Dance, II, and Dance
III are prerequisites for Dance IV.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/ performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. Dance
students develop perceptual thinking and moving
abilities in daily life that promote understanding
of themselves and others and allow them to
interact effectively in the community. By
mastering movement principles and skills, students
develop self-discipline, and healthy bodies that
move expressively, efficiently, and safely through
space and time with controlled energy.

(2) Students recognize dance as a vehicle for
understanding cultural and historical contexts,
increasing awareness of their own and others'
heritage and traditions thus helping them to
participate in a diverse society. Evaluating and
analyzing dance strengthen decision-making skills,
develop critical and creative thinking, and enable
students to make informed decisions about dance
and the world around them.

(c) Knowledge and skills.

(1) Perception. The student develops an awareness of
the body's movement, using sensory information
while dancing. The student is expected to:

(A) demonstrate refined kinesthetic and spatial
awareness, using self-evaluation, insights,
movement inflection, and interpretation;

(B) lead peers with understanding and respect;

(C) communicate nonverbally using dance movements;
and

(D) apply designs and images found in natural and
constructed environments to dance.

(2) Creative expression/performance. The student
applies body sciences and fitness principles to
dance. The student is expected to:

(A) communicate using anatomical and dance
terminology correctly;

(B) create an effective personal conditioning
program; and

(C) demonstrate a knowledge of injury prevention
rules and other health-related principles when
exercising, practicing, and performing.

(3) Creative expression/performance. The student
develops knowledge and skills of dance elements and
of choreographic processes and forms in a variety
of dance styles. The student is expected to:

(A) demonstrate consistency in performing advanced
technical dance skills in traditional concert
dance styles;

(B) perform dance movements with a refined sense
of rhythm and musicality and with clarity,
expressiveness, and a wide range of spatial
qualities;

(C) create original dances, using improvisation
and other choreographic processes; and

(D) create a solo and/or group dance using
thematic development, variation, and
resolution to successfully communicate an
idea.

(4) Historical/cultural heritage. The student
demonstrates an understanding of cultural,
historical, and artistic diversity. The student is
expected to:

(A) analyze choreography in dances from various
cultures; and

(B) research and create a project illustrating an
understanding of significant dance events or
historical figures in appropriate social,
historical, and cultural contexts.

(5) Response/evaluation. The student makes informed
judgments about dance's form, meaning, and role in
society. The student is expected to:

(A) evaluate personal work and the work of others,
using a valid rationale and demonstrating
sensitivity toward others;

(B) analyze the role of dance and other fine arts
in society; and

(C) analyze technology's effects on the
professions of dance and other fine arts.


Source: The provisions of this §117.59 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.60. Music, Level I.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
music courses: Band I, Choir I, Orchestra I, Jazz Band
I, Instrumental Ensemble I, Vocal Ensemble I, Music
History I, Music Theory I, Applied Music I (one credit
per course).

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.

(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.

(c) Knowledge and skills.

(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:

(A) identify melodic and harmonic parts when
listening to and/or performing music;

(B) define concepts of intervals, music notation,
chord structure, rhythm/meter, and musical
performances using standard terminology; and

(C) compare and contrast elements of music through
literature selected for performance and/or
listening.

(2) Creative expression/performance. The student sings
or plays an instrument, individually and in groups,
performing a varied repertoire of music. The
student is expected to:

(A) demonstrate independently and in ensembles
accurate intonation and rhythm, fundamental
skills, and basic performance techniques while
performing moderately easy to moderately
difficult literature;

(B) perform expressively, from memory and
notation, a varied repertoire of music
representing styles from diverse cultures; and

(C) exhibit and explain appropriate small- and
large-ensemble performance techniques for
formal and informal concerts.

(3) Creative expression/performance. The student reads
and writes music notation. The student is expected
to:

(A) sight-read ensemble parts;

(B) read and write music that incorporates
rhythmic patterns in simple, compound, and
asymmetric meters; and

(C) interpret music symbols and terms referring to
dynamics, tempo, and articulation during solo
and ensemble performances.

(4) Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:

(A) create a variety of musical phrases; and

(B) arrange a variety of musical phrases.

(5) Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:

(A) listen to and classify music by style and/or
by historical period;

(B) identify and describe the uses of music in
society and culture;

(C) identify music-related vocations and
avocations within the community; and

(D) define the relationships between the content,
the concepts, and the processes of the other
fine arts, other subjects, and those of music.

(6) Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:

(A) design and apply criteria for making informed
judgments regarding the quality and
effectiveness of musical performances;

(B) evaluate musical performances by comparing
them to exemplary models; and

(C) practice informed concert behavior during live
performances in a variety of settings.


Source: The provisions of this §117.60 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.61. Music, Level II.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
music courses: Band II, Choir II, Orchestra II, Jazz
Band II, Instrumental Ensemble II, Vocal Ensemble II,
Music Theory II, Applied Music II (one credit per
course). The prerequisite for each Level II music
course is one credit of Music I in the corresponding
discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.

(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.

(c) Knowledge and skills.

(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:

(A) define melody, harmony, rhythm, and texture of
music listened to or performed, using standard
terminology; and

(B) compare and contrast music forms of literature
selected for performances and/or listening.

(2) Creative expression/performance. The student sings
or plays an instrument, individually and in groups,
performing a varied repertoire of music. The
student is expected to:

(A) exhibit accurate intonation and rhythm,
fundamental skills, and basic performance
techniques while performing moderately
difficult literature, independently and in
ensembles;

(B) perform expressively, from memory and
notation, a varied repertoire of music
representing genres and styles from diverse
cultures; and

(C) exhibit and describe appropriate small- and
large-ensemble performance techniques for
formal and informal concerts.

(3) Creative expression/performance. The student reads
and writes music notation. The student is expected
to:

(A) sight-read ensemble parts;

(B) read and write music that incorporates
rhythmic patterns in simple, compound, and
asymmetric meters; and

(C) interpret music symbols and terms referring to
dynamics, tempo, and articulation during solo
and/or ensemble performances.

(4) Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:

(A) create simple musical pieces; and

(B) arrange simple musical pieces.

(5) Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:

(A) classify aurally-presented music by genre,
style, and historical period;

(B) define uses of music in society and culture;

(C) identify music-related vocations and
avocations within the community; and

(D) define the relationships between the content,
the concepts, and the processes of the other
fine arts, other subjects, and those of music.

(6) Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:

(A) design and apply criteria for making informed
judgments regarding the quality and
effectiveness of musical performances;

(B) evaluate musical performances by comparing
them to exemplary models; and

(C) exhibit concert etiquette during live
performances in a variety of settings.


Source: The provisions of this §117.61 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.62. Music, Level III.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
music courses: Band III, Choir III, Orchestra III, Jazz
Band III, Instrumental Ensemble III, Vocal Ensemble
III, the College Board Advanced Placement (AP) Music
Theory, International Baccalaureate (IB) Music SL, IB
Music HL (one credit per course). The prerequisite for
IB Music SL and IB Music HL is one credit of any Music
II course. The prerequisite for all other Level III
music courses is one credit of Music II in the
corresponding discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.

(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.

(c) Knowledge and skills.

(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:

(A) perform appropriate literature expressively;

(B) define musical performances, intervals, music
notation, chord structure, rhythm/meter, and
harmonic texture, using standard terminology;
and

(C) identify music forms of performance and
listening repertoire.

(2) Creative expression/performance. The student sings
or plays an instrument, individually and in groups,
performing a varied repertoire of music. The
student is expected to:

(A) exhibit accurate intonation and rhythm,
fundamental skills, and advanced techniques,
using literature ranging from moderately
difficult to difficult, while performing
independently and in ensemble;

(B) demonstrate comprehension of musical styles by
seeking appropriate literature for
performance;

(C) perform expressively, from memory and
notation, a varied repertoire of music
representing styles from diverse cultures; and

(D) exhibit, describe, and critique small- and
large-ensemble performance techniques
experienced and observed during formal and
informal concerts.

(3) Creative expression/performance. The student reads
and writes music notation. The student is expected
to:

(A) sight-read major, minor, modal, and chromatic
melodies;

(B) read and write music that incorporates complex
rhythmic patterns in simple, compound, and
asymmetric meters; and

(C) interpret music symbols and terms referring to
dynamics, tempo, and articulation when
performing.

(4) Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:

(A) improvise musical melodies; and

(B) compose or arrange segments of vocal or
instrumental pieces (manuscript or computer-
generated).

(5) Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:

(A) classify by style and by historical period or
culture representative examples of music,
justifying the classifications;

(B) identify and describe the effects of society,
culture, and technology on music;

(C) identify and describe music-related career
options including musical performance and
music teaching; and

(D) define the relationships between the content,
the concepts, and the processes of the other
fine arts, other subjects, and those of music.

(6) Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:

(A) evaluate musical performances by comparing
them to similar or exemplary models and
offering constructive suggestions for
improvement; and

(B) exhibit informed concert etiquette during live
performances in a variety of settings.


Source: The provisions of this §117.62 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.63. Music, Level IV.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
music courses: Band IV, Choir IV, Orchestra IV, Jazz
Band IV, Instrumental Ensemble IV, Vocal Ensemble IV,
the College Board Advanced Placement (AP) Music Theory,
International Baccalaureate (IB) Music SL, IB Music HL
(one credit per course). The prerequisite for IB Music
SL and IB Music HL is one credit of any Music III
course. The prerequisite for all other Level IV music
courses is one credit of Music III in the corresponding
discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.

(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.

(c) Knowledge and skills.

(1) Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:

(A) demonstrate independence in interpreting music
through the performance of appropriate
literature;

(B) analyze musical performances, intervals, music
notation, chordal structure, rhythm/meter, and
harmonic texture, using standard terminology;
and

(C) analyze music forms of performance and
listening repertoire.

(2) Creative expression/performance. The student sings
or plays an instrument, individually and in groups,
performing a varied repertoire of music. The
student is expected to:

(A) perform independently, demonstrating accurate
intonation and rhythm, fundamental skills, and
advanced techniques, and using literature
ranging from moderately difficult to
difficult;

(B) demonstrate comprehension of musical styles by
selecting appropriate literature for
performances;

(C) perform expressively, from memory and
notation, a varied repertoire of music
representing styles from diverse cultures; and

(D) exhibit, describe, and critique small- and
large- ensemble performance techniques
experienced and observed during formal and
informal concerts.

(3) Creative expression/performance. The student reads
and writes music notation. The student is expected
to:

(A) sight-read major, minor, modal, and chromatic
melodies;

(B) read and write music that incorporates complex
rhythmic patterns in simple, compound, and
asymmetric meters; and

(C) interpret music symbols and terms referring to
dynamics, tempo, and articulation when
performing.

(4) Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:

(A) improvise musical melodies; and

(B) compose or arrange vocal or instrumental
pieces (manuscript or computer-generated).

(5) Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:

(A) classify representative examples of music by
style and by historical period or culture,
justifying the classifications;

(B) describe the effects of music on society,
culture, and technology;

(C) explain a variety of music and music-related
career options; and

(D) define the relationships between the content,
the concepts, and the processes of the other
fine arts and those of music.

(6) Response/evaluation. The student responds to and
evaluates music and musical performances. The
student is expected to:

(A) evaluate musical performances and compositions
by comparing them to similar or exemplary
models and offering constructive suggestions
for improvement; and

(B) exhibit concert etiquette during live
performances in a variety of settings.


Source: The provisions of this §117.63 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.64. Theatre, Level I.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
theatre courses: Theatre Arts I (one credit), Technical
Theatre I (one credit), Theatre Production I (one-half
to one credit). Theatre Arts I is a prerequisite for
all theatre courses.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.

(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.

(c) Knowledge and skills.

(1) Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:

(A) improvise, using emotional and sensory recall;

(B) develop and practice theatre preparation and
warm-up techniques;

(C) employ stage movement and pantomime
consistently to express thoughts, feelings,
and actions;

(D) develop and practice effective voice and
diction to express thoughts and feelings;

(E) define and give examples of theatrical
conventions (time, setting, fourth wall,
visual elements); and

(F) analyze and describe the interdependence of
all theatrical elements.

(2) Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:

(A) demonstrate safe use of the voice and body;

(B) analyze a character from a script, describing
physical, intellectual, emotional, and social
dimensions;

(C) portray believable characters when applying
acting concepts, skills, and techniques; and

(D) improvise, write, and refine monologues,
scenes, and vignettes to convey meaning to the
audience.

(3) Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:

(A) develop and practice stage-craft skills;

(B) safely apply technical knowledge and skills to
create and/or operate functional scenery,
properties, lighting, sound, costumes, makeup,
and publicity;

(C) define the director's role as a unifying
force, problem-solver, interpreter of script,
and collaborator;

(D) define the director's responsibility to the
author's intent, script, actors, designers,
technicians, and the audience;

(E) perform the roles of actor, ensemble member,
and director in production decision making and
collaborates with others to produce theatre
with a unified production for public
performance; and

(F) concentrate in one or more areas of theatre
production (acting, technical theatre, theatre
management), demonstrating responsibility,
artistic discipline, and creative problem
solving.

(4) Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:

(A) portray theatre as a reflection of life in
particular times, places, and cultures; and

(B) relate historical and cultural influences on
theatre and analyze the roles of live theatre,
film, television, and electronic media in
American society.

(5) Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:

(A) analyze and apply appropriate behavior at
various types of live performances;

(B) develop appropriate theatre vocabulary to
apply the concepts of evaluation (intent,
structure, effectiveness, value) to live
theatre, film, television, and electronic
media in written and oral form with precise
and specific observations;

(C) identify and compare the treatment of moods in
theatre, musical theatre, dance, art, and
music and integrate more than one art form in
informal performances; and

(D) select career and avocational opportunities in
theatre and describe the training, skills,
self-discipline, and artistic discipline
needed to pursue them.


Source: The provisions of this §117.64 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.65. Theatre, Level II.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
theatre courses: Theatre Arts II (one credit),
Technical Theatre II (one credit), Theatre Production
II (one-half to one credit). The prerequisite for each
Level II theatre course is one credit of Theatre I in
the corresponding discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.

(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.

(c) Knowledge and skills.

(1) Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:

(A) practice warm-up techniques;

(B) employ stage movement and pantomime
consistently;

(C) demonstrate effective voice and diction;

(D) analyze dramatic structure and genre;

(E) identify examples of theatrical conventions in
theatre, film, television, and electronic
media; and

(F) relate the interdependence of all theatrical
elements.

(2) Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:

(A) demonstrate safe use of the voice and body;

(B) analyze characters from various genres and
media, describing physical, intellectual,
emotional, and social dimensions;

(C) create and sustain believable characters; and

(D) improvise and write dialogue that reveals
character motivation in short vignettes.

(3) Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:

(A) construct and operate the technical elements
of theatre safely and effectively;

(B) examine cultural, social, and political
aspects of a script to depict appropriately
technical elements;

(C) consider script selection, casting, and
directing skills;

(D) define the director's responsibility to the
author's intent, script, actors, designers,
technicians, and the audience;

(E) compare the roles of actor, ensemble, and
director in production decision making and
produce theatre with a unified production
concept and style for public performance; and

(F) select one or more areas of theatre
production, demonstrating responsibility,
artistic discipline, and creative problem
solving.

(4) Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:

(A) analyze historical and cultural influences on
theatre; and

(B) define the influence of American society on
live theatre and film.

(5) Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:

(A) judge and apply appropriate audience behavior
at various types of performances;

(B) evaluate emotional responses to and personal
preferences for dramatic performances, using
appropriate theatre vocabulary, and apply the
concepts of evaluation (intent, structure,
effectiveness, value) to live theatre, film,
television, and electronic media in written
and oral form with precise and specific
observations;

(C) identify the treatment of theme, character,
setting, and action in theatre, musical
theatre, dance, art, and music and integrate
more than one art form in informal
presentations; and

(D) select career and avocational opportunities in
theatre and film and explore the training,
skills, self-discipline, and artistic
discipline needed to pursue them.


Source: The provisions of this §117.65 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.66. Theatre, Level III.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
theatre courses: Theatre III (one credit), Technical
Theatre III (one credit), Theatre Production III (one-
half to one credit), International Baccalaureate (IB)
Theatre Arts SL, IB Theatre Arts HL (one credit per
course). The prerequisite for IB Theatre SL and IB
Theatre HL is one credit of any Theatre II course. The
prerequisite for all other Level III theatre courses is
one credit of Theatre II in the corresponding
discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.

(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.

(c) Knowledge and skills.

(1) Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:

(A) practice theatre preparation and warm-up
techniques effectively;

(B) employ stage movement and pantomime
consistently;

(C) demonstrate effective voice and diction;

(D) analyze dramatic structure and genre;

(E) compare and contrast theatrical conventions of
theatre to the conventions of film,
television, and electronic media; and

(F) analyze the interdependence of all theatrical
elements.

(2) Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:

(A) practice appropriate safety measures;

(B) analyze characters from various genres and
styles, describing physical, intellectual,
emotional, and social dimensions;

(C) portray believable characters in improvised
and scripted scenes of various styles; and

(D) improvise and write dialogue that reveals
character motivation, advances plot, provides
exposition, and reveals theme.

(3) Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:

(A) construct and operate the technical elements
of theatre safely and effectively;

(B) analyze and evaluate dramatic texts as a basis
for technical discussions, considering themes,
settings, times, literary styles, genres, and
characters;

(C) cast and direct duet scenes;

(D) analyze the director's responsibility to the
author's intent, script, actors, designers,
technicians, and audience;

(E) analyze the roles of actor, ensemble, and
director in production decision making and
produce a unified theatrical production; and

(F) select one or more areas of theatre production
for study, demonstrating responsibility,
artistic discipline, and creative problem
solving.

(4) Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:

(A) evaluate historical and cultural influences on
theatre;

(B) analyze the influence of television on
American society; and

(C) define selected theatrical styles and genres.

(5) Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:

(A) compare behavior at various types of
performances and practice audience etiquette;

(B) apply the concepts of evaluation to
performances and evaluate theatre, film,
television, and electronic media with depth
and complexity, using appropriate vocabulary;

(C) compare communication methods of theatre with
that of art, music, and dance and integrate
more than one art form in informal and formal
performances; and

(D) make judgments about selected career and
avocational opportunities in theatre, film,
and television and analyze the training,
skills, self-discipline, and artistic
discipline needed to pursue them.


Source: The provisions of this §117.66 adopted to be effective September 1, 1998, 22 TexReg 4943.

§117.67. Theatre, Level IV.
(a) General requirements. Students may fulfill fine arts
and elective requirements for graduation by
successfully completing one or more of the following
theatre courses: Theatre Arts IV (one credit),
Technical Theatre IV (one credit), Theatre Production
IV (one-half to one credit), International
Baccalaureate (IB) Theatre Arts SL, IB Theatre Arts HL
(one credit per course). The prerequisite for IB
Theatre SL and IB Theatre HL is one credit of any
Theatre III course. The prerequisite for all other
Level IV theatre courses is one credit of Theatre III
in the corresponding discipline.

(b) Introduction.

(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.

(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.

(c) Knowledge and skills.

(1) Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:

(A) develop and practice theatre preparation and
warm-up techniques;

(B) employ stage movement and pantomime
consistently;

(C) develop effective use of voice and diction;

(D) compare the dramatic structure of theatre,
film, television, and electronic media;

(E) evaluate theatrical conventions of various
cultural and historical periods; and

(F) evaluate the interdependence of all theatrical
elements.

(2) Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:

(A) evaluate and apply appropriate safety
measures;

(B) evaluate character dimensions in scripts of
various genres and styles;

(C) create and sustain believable characters; and

(D) outline and create imaginative scripts and
scenarios that include motivated character,
unique dialogue, conflict, and resolution for
theatre, film, or television.

(3) Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:

(A) design, construct, and operate appropriate
technical elements of theatre, safely and
effectively, collaboratively and individually;

(B) analyze and evaluate dramatic texts and direct
brief scenes;

(C) evaluate the director's responsibility to the
author's intent, script, actors, designers,
technicians, and audience;

(D) analyze production plans that include
research, rehearsal plans, technical designs,
and blocking;

(E) cast and direct a long scene or a short play,
producing a unified theatrical production; and

(F) conduct concentrated studies in one or more
areas of theatre production, demonstrating
responsibility, artistic discipline, and
creative problem solving.

(4) Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:

(A) evaluate historical and cultural influences on
theatre;

(B) evaluate the role of live theatre, film,
television, and electronic media in American
society; and

(C) trace historical and cultural developments in
theatrical styles and genres.

(5) Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:

(A) evaluate and practice appropriate audience
behavior at various types of performances;

(B) apply evaluation concepts to performances and
compare and contrast literary and dramatic
criticism of theatre, film, television, or
electronic media;

(C) compare the nature, components, elements, and
communication methods of theatre, music, art,
and dance and compare more than one art form
in a specific culture or historical period;
and

(D) evaluate career and avocational opportunities
in theatre, film, television, and electronic
media, justifying choice(s), and analyze the
training, skills, self-discipline, and
artistic discipline needed to pursue them.


Source: The provisions of this §117.67 adopted to be effective September 1, 1998, 22 TexReg 4943.