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MCS Arts Standards
Standard #1:
Students should be able to communicate ideas, feelings, and attitudes through one or more arts disciplines (dance, music, theater, and visual arts).
This standard provides opportunities for students to express original ideas, feelings, and attitudes through a variety of arts media. As students create, they are involved in decision-making, problem solving, investigating, speculating and exploring. For example, as students are engaged in the song writing process, they must decide on a theme/content; apply form to writing both lyrics and musical notations; and utilize knowledge and skills associated with playing the song on an instrument. They are also setting goals, identifying steps and resources for this task (productivity). Students are developing, presenting, and following logical reasoning and perceiving issues from different points of view (reasoning). Most important, they are learning to communicate their ideas to different audiences, through a variety of media, in order to achieve different purposes (communication).
All Memphis City Schools arts students will be engaged in a variety of learning strategies that will enable them to develop critical and creative thinking skills. As they progress toward this standard and its mandate for integrating communication, reasoning, productivity, and civic/cultural knowledge into the creative process, students will be better prepared for a lifelong interaction with the arts as artists/consumers of art.
Specific Expectations
1. Create works (songs, paintings, plays choreography, etc.) that reflect original ideas, feelings, or personal experiences.
2. Use arts knowledge to create, assess, and revise personal works as part of the creative development process.
3. Select appropriate media, tools, processes or technology to produce works of art, and practice/refine skills aimed at producing quality work.Standard # 2:
Students should be able to apply principles of artistic organization and function (purpose) to "everyday" issues.
This standard provides students opportunities to apply "parts to whole" understandings to arts compositions and to the design aspects found in natural and man-made structures. They are able to apply this understanding to both creating and evaluating design in a variety of products/presentations. For example, when students write a story, they organize elements - character, plot, setting, and time frame (parts) into a cohesive format (whole). Structural components - introduction of character, rising action, crisis point, falling action, and resolution serve as guides to arranging story events in a sequence. Knowledge of design issues relates to all life patterns and configurations such as fabric, landscaping, architecture, product design, and city planning, etc. As students grow in understanding of design, they are better prepared for decisions concerning structure in their everyday lives. Students are involved in lifelong learning standards as they locate and organize different kinds of information to accomplish meaningful tasks (productivity). They can perceive issues and circumstances from different points of view (reasoning). They can read or listen with comprehension for main ideas expressed in spoken or written (communication).
All Memphis City Schools students will be engaged in a variety of problem-solving strategies that will enable them to investigate, explore, speculate, explain, and solve design issues. As they progress toward this standard, they are preparing themselves for successful application of design issues in all aspects of life.
Specific Expectations
1. Create musical compositions/ arrangements, visual designs, choreography, plays, etc., which demonstrate knowledge of design elements.
2. Use structural guidelines to arrange selected elements into a desired whole.
3. Select and arrange elements to produce intended purpose and moods in songs, dances, paintings, dramatic scripts, etc.Standard #3:
Students should be able to make sound judgments about the value of different types of artistic products (dance, music, theater, and visual arts).
This standard provides opportunities for students to communicate their personal views (aesthetic values) or knowledge-based opinions about artistic products/presentations. For example, students can assess Picasso's "Guitarist" by explaining the use of art elements (color, line, shape, etc.), or design issues (balance, emphasis, rhythm, etc.). They can also interpret the "mood" or "feeling" in the painting as "sad" by relying on their own personal feelings/life experiences.
As students are involved in critical analysis of artistic products/presentations, they are learning to communicate with different audiences, and investigating for the intended message or main ideas expressed (communication). They can locate and organize different kinds of information to accomplish meaningful tasks (productivity). They can perceive issues from different points of view to distinguish between fact, opinion, and interpretation (reasoning). They are knowledgeable and learn to appreciate cultural diversity in a global society (civic and cultural knowledge).
As students progress toward this standard, they are preparing themselves to make sound judgments about artistic products/presentations in all aspects of life. They are able to differentiate between factual (knowledge-based) assessment criteria and personal opinions (aesthetic values) used in interpreting all creative endeavors.
Specific Expectations
1. Critique arts products/ performances for quality and effectiveness using knowledge-based evaluation criteria.
2. Critique arts products/ performances by explaining aesthetic (personal) preferences, drawing upon a wide range of artistic knowledge and personal experiences.
3. Analyze works of art to assess the structural elements and compositional devices (design guidelines) used to create musical compositions/ arrangements, paintings, choreography, plays, etc.
4. Research and use cultural and historical information to evaluate works of arts.Standard #4:
Students should be able to interpret the history of various civilizations through knowledge of their arts.
This standard provides opportunities for students to explore, analyze, and interpret artistic products/presentations from a variety of historical/cultural perspectives. Students research and explain how the arts throughout history have influenced and improved the quality of life. For example, they are able to communicate how human inventions have contributed to the progress of civilization. Through the study of historical art products/presentations, students are able to better understand how events/happenings have inspired the content of artworks for every generation. Students learn the contributions of persons and events featured in paintings, songs, stories, etc., that are not necessarily recorded in written history. For example, Prince Wipple, an African American who served as President Washington's body guard, is featured in several paintings of that era, including "Washington Crossing the Delaware". While Prince Wipple is credited with starting the Secret Service, his contributions are recorded in art works, not in history books.
This standard is essential for the development of civic and cultural knowledge in all students in order that they might be responsible citizens in a democratic society. They are involved with locating and organizing different kinds of information (productivity). Students learn to appreciate contributions of creative expressions from a variety of ethnic cultures (civic/cultural). They are involved with developing, presenting, and following logical reasoning and communicating their findings in a variety of ways (reasoning and communication).
All Memphis City Schools arts students are engaged in a historical cultural investigation that prepares them for lifelong interactions with art products/presentations. This leads to a better understanding how the arts impact, reflect, and improve the quality of everyday life.
Specific Expectations
1. Research, analyze, and explain how past and present works of art reflect and impact societies and cultures.
2. Assess works of art using knowledge of styles, symbols, themes, and subject matter.
3. Explain, discuss, and demonstrate appropriate behaviors in varied arts settings.Standard #5:
Students should be able to explore concepts and solve problems by connecting knowledge of the arts and other disciplines (art, social studies, science, for example).
This standard provides opportunities for students to explore, analyze, investigate, and communicate similarities/differences among the arts disciplines and other content areas. They learn to identify and make connections among essential learnings and themes in a variety of content areas. For example, design/form issues help students understand how the center of interest in a painting is very similar to the subject of a sentence, the main idea of a story, and the melody of a song. Repetition and pattern in the arts are similar to those used in mathematical computation. Creativity must coincide with scientific invention for developing new products, architectural interiors/exteriors, technology, etc. These connections are essential for preparing students for the 21st century where artists/inventors must compete in a world market.
As students learn to integrate cross-curricular knowledge/skills and apply interdisciplinary strategies, they learn to resolve conflicts, read/listen for intended meanings, and communicate their thoughts to different audiences (communication). They learn to use technology to solve problems/produce products, and learn to persevere when tasks are not easily accomplished (productivity). Students learn to perceive issues and circumstances from different points of view and use the scientific method and mathematical reasoning to solve problems and accomplish creative tasks (reasoning). Students learn their fundamental rights to explore new avenues, communicate original ideas, and create products/ presentations that can impact and improve society (civic/cultural).
All Memphis City Schools students will be engaged in interdisciplinary strategies that help them better understand the interrelationships of all content disciplines. They integrate cross curricular knowledge/skills for application in real life tasks. As they progress toward this standard, students are better prepared to be artists/inventors of new ideas throughout their lives as contributing citizens.
Specific Expectations
1. Analyze and use identified commonalties in the arts to plan interrelated/ integrated activities.
2. Analyze and use similarities among the arts and other disciplines to create interrelated/ integrated activities.
3. Review and role play a variety of careers present in the artistic community and demonstrate appropriate behavior in arts settings.