General: I find the presentation of the Maine standards to be very clear, adhering to the review standards and our new Florida “big ideas.” Each detailed “Performance Indicator & Descriptors” section includes separate topics that build on each other for each higher grade level group. These sections are clear about what is to be taught (e.g., movement, character, improvisation) and what activities students will employ to demonstrate each skill.
Glossary: Words highlighted in the document are defined in a glossary combined for all educational standards. It includes both specific and generally used terms, for example, “stage directions” applies to performing arts only, while “fluency” has both reading and performing arts definitions.
Presentation & Content: The Maine arts education standards use a layered approach that ensures the reader understands the full context of the document.
- Cover sheet: State of Maine, Dept of Education, chapter of initiative, web link
- Summary: Two paragraphs explaining that the standards must adhere to the broader overall educational standards, and that those are in line with federal standards.
- Guiding Principals for Maine Education: Their general education “big ideas,” including clear and effective communicator, self-directed life-long learner, creative and practical problem solver, responsible & involved citizen, integrative & informed thinker. Each one has 4-7 actions to further define it.
- Visual & Performing Arts overview: Four paragraphs explaining that the arts are essential, that their standards will be divided into separate disciplines for some standards and combined for others, and that their goal is to provide for comprehensive and sequential standards-based curricula that each school will implement in its own way.
- Outline: Here their general big ideas are translated into more arts-specific ones. I’ll include the outline below, with our Florida arts “big ideas” noted where related:
OUTLINE OF VISUAL AND PERFORMING ARTS STANDARDS AND PERFORMANCE INDICATOR LABELS A. Disciplinary Literacy – 6 (FL big ideas 1 & 2) Dance: 1. Terminology 2. Space 3. Time 4. Energy 5. Locomotor and Non-Locomotor Movement 6. Compositional Forms Music: 1. Music Difficulty 2. Notation and Terminology 3. Listening and Describing Theatre: 1. Terminology 2. Production Visual Arts: 1. Artist’s Purpose 2. Elements of Art and Principles of Design 3. Media, Tools, Techniques, and Processes B. Creation, Performance, and Expression – 12 (FL big idea 3) Dance: 1. Communication 2. Sequencing 3. Solving Challenges 4. Technical Aspects Music: 1. Style/Genre 2. Composition Theatre: 1. Movement 2. Character 3. Improvisation Visual Arts: 1. Media Skills 2. Composition Skills 3. Making Meaning 4. Exhibition C. Creative Problem-Solving – 17 (FL big idea 4) 1. Application of Creative Process D. Aesthetics and Criticism – 18 (FL big idea 6) 1. Aesthetics and Criticism E. Visual and Performing Arts Connections – 19 (FL big idea 5 & 7) 1. The Arts and History and World Cultures 2. The Arts and Other Disciplines 3. Goal-Setting 4. Impact of the Arts on Lifestyle and Career 5. Interpersonal Skills
As you can see, each arts discipline lists separate criteria for standards A and B, but combined for standards C, D and E. For example, Terminology and Production in A above is separate for theatre, but Aesthetics and Criticism in D is combined, where students are directed to analyze and compare art forms, rather than plays. This lack of consistency seems efficient where such standards are easily translated into each discipline by teachers and students.
The final section fleshes out the outline, with a defining sentence for each section, followed by the specifics for each grade group in table form, called Performance Indicators & Descriptors. I’ll include the tables for the examples I used above:
A. Disciplinary Literacy – Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes. A1 Terminology Performance Indicators & Descriptors
Pre-K-2
3-5
6-8
9-Diploma
Students identify the “who, what, where, when, and why” of a dramatic performance they have participated in or seen.
Students describe theatre terms including stage directions, rehearsal, plot, gesture, director, motivation, conflict, improvisation, and blocking.
Students identify and explain theatre terms and concepts including stage business, ad-libbing, conflict, action/reaction, focus, and stage directions.
Students identify and define the parts of the stage, and identify and describe the crisis, resolution, and theme of the play.
A2 Production Performance Indicators & Descriptors
Pre-K-2
3-5
6-8
9-Diploma
Students select or make props, costumes, set pieces, and/or puppets, and practice using them appropriately.
Students select and make props, costumes, set pieces, and/or puppets, and present a rehearsed scene.
Students describe and participate in a performance from pre-show through strike. a. Identify and explain the roles of production staff. b. Design and select props, costumes and stage pieces, and use them appropriately and safely. c. Build scenic elements or props to fit production design. d. Experiment with lighting, sound, and costume in scene development. e. Direct or stage-manage a scene. f. Describe basic technical needs for a theatre production, including lights, sound, props, makeup, and costumes.
Students fulfill at least one technical role from pre-show through strike. a. Apply technical knowledge and skills to collaboratively and safely create and use theatre props, costumes, makeup, and stage pieces. b. Direct or stage-manage a scene or full production. c. Develop specific light and sound cues and use them in scene development. d. Participate in the audition process.
D. Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts). D1 Aesthetics and Criticism Performance Indicators & Descriptors
Pre-K-2
3-5
6-8
9-Diploma
Students observe, listen to, describe and ask questions about art forms. a. Describe the art form by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy. b. Ask questions about the art form to further understand how the artist created/performed the work of art. c. Recognize a variety of purposes for making/performing art works, including telling a story and communicating emotions and ideas.
Students describe and compare art forms. a. Describe and compare art forms by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy. b. Ask questions about an art form to further understand the concepts, skills, and processes used to create/perform the work of art. c. Explain purposes for making art in different times and places, including cultural traditions, personal expression, and communication of beliefs.
Students compare and analyze art forms. a. Compare and analyze art forms by applying grade span appropriate concepts, vocabulary, skills, and processes as referenced in Standard A: Disciplinary Literacy. b. Compare the quality and effectiveness of art works using multiple criteria from observations, print and/or non-print resources. c. Compare the effectiveness of selected media, techniques, and processes in communicating ideas. d. Explain and compare different purposes of artists and art work in the context of time and place.
Students analyze and evaluate art forms. a. Describe, analyze, interpret, and evaluate art forms by applying grade span appropriate arts concepts, vocabulary, skills, and processes as referenced in Standard A: Disciplinary Literacy. b. Analyze and evaluate varied interpretations of works of art using evidence from observations and a variety of print and/or nonprint sources. c. Demonstrate an understanding of the difference between a personal opinion and an informed judgment. d. Research and explain how art and artists reflect and shape their time and culture.
General: I find the presentation of the Maine standards to be very clear, adhering to the review standards and our new Florida “big ideas.” Each detailed “Performance Indicator & Descriptors” section includes separate topics that build on each other for each higher grade level group. These sections are clear about what is to be taught (e.g., movement, character, improvisation) and what activities students will employ to demonstrate each skill.
Glossary: Words highlighted in the document are defined in a glossary combined for all educational standards. It includes both specific and generally used terms, for example, “stage directions” applies to performing arts only, while “fluency” has both reading and performing arts definitions.
Presentation & Content: The Maine arts education standards use a layered approach that ensures the reader understands the full context of the document.
- Cover sheet: State of Maine, Dept of Education, chapter of initiative, web link
- Summary: Two paragraphs explaining that the standards must adhere to the broader overall educational standards, and that those are in line with federal standards.
- Guiding Principals for Maine Education: Their general education “big ideas,” including clear and effective communicator, self-directed life-long learner, creative and practical problem solver, responsible & involved citizen, integrative & informed thinker. Each one has 4-7 actions to further define it.
- Visual & Performing Arts overview: Four paragraphs explaining that the arts are essential, that their standards will be divided into separate disciplines for some standards and combined for others, and that their goal is to provide for comprehensive and sequential standards-based curricula that each school will implement in its own way.
- Outline: Here their general big ideas are translated into more arts-specific ones. I’ll include the outline below, with our Florida arts “big ideas” noted where related:
OUTLINE OF VISUAL AND PERFORMING ARTS STANDARDS AND PERFORMANCE INDICATOR LABELS
A. Disciplinary Literacy – 6 (FL big ideas 1 & 2)
Dance:
1. Terminology
2. Space
3. Time
4. Energy
5. Locomotor and Non-Locomotor Movement
6. Compositional Forms
Music:
1. Music Difficulty
2. Notation and Terminology
3. Listening and Describing
Theatre:
1. Terminology
2. Production
Visual Arts:
1. Artist’s Purpose
2. Elements of Art and Principles of Design
3. Media, Tools, Techniques, and Processes
B. Creation, Performance, and Expression – 12 (FL big idea 3)
Dance:
1. Communication
2. Sequencing
3. Solving Challenges
4. Technical Aspects
Music:
1. Style/Genre
2. Composition
Theatre:
1. Movement
2. Character
3. Improvisation
Visual Arts:
1. Media Skills
2. Composition Skills
3. Making Meaning
4. Exhibition
C. Creative Problem-Solving – 17 (FL big idea 4)
1. Application of Creative Process
D. Aesthetics and Criticism – 18 (FL big idea 6)
1. Aesthetics and Criticism
E. Visual and Performing Arts Connections – 19 (FL big idea 5 & 7)
1. The Arts and History and World Cultures
2. The Arts and Other Disciplines
3. Goal-Setting
4. Impact of the Arts on Lifestyle and Career
5. Interpersonal Skills
As you can see, each arts discipline lists separate criteria for standards A and B, but combined for standards C, D and E. For example, Terminology and Production in A above is separate for theatre, but Aesthetics and Criticism in D is combined, where students are directed to analyze and compare art forms, rather than plays. This lack of consistency seems efficient where such standards are easily translated into each discipline by teachers and students.
The final section fleshes out the outline, with a defining sentence for each section, followed by the specifics for each grade group in table form, called Performance Indicators & Descriptors. I’ll include the tables for the examples I used above:
A. Disciplinary Literacy – Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A1 Terminology
Performance Indicators & Descriptors
where, when, and why” of a
dramatic performance they have
participated in or seen.
including stage directions,
rehearsal, plot, gesture, director,
motivation, conflict, improvisation,
and blocking.
theatre terms and concepts
including stage business,
ad-libbing, conflict, action/reaction,
focus, and stage directions.
parts of the stage, and identify and
describe the crisis, resolution, and
theme of the play.
A2 Production
Performance Indicators & Descriptors
costumes, set pieces, and/or puppets, and practice using them
appropriately.
scene.
in a performance from pre-show through strike.
a. Identify and explain the roles of production staff.
b. Design and select props, costumes and stage pieces, and use them appropriately and safely.
c. Build scenic elements or props to fit production design.
d. Experiment with lighting, sound, and costume in scene development.
e. Direct or stage-manage a scene.
f. Describe basic technical needs for a theatre production, including lights, sound, props, makeup, and
costumes.
through strike.
a. Apply technical knowledge and skills to collaboratively and safely
create and use theatre props, costumes, makeup, and stage pieces.
b. Direct or stage-manage a scene or full production.
c. Develop specific light and sound cues and use them in scene development.
d. Participate in the audition process.
D. Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
D1 Aesthetics and Criticism
Performance Indicators & Descriptors
art forms.
a. Describe the art form by applying grade span appropriate arts concepts, terminology, skills, and
processes as referenced in
Standard A: Disciplinary Literacy.
b. Ask questions about the art form to further understand how the artist
created/performed the work of art.
c. Recognize a variety of purposes for making/performing art works,
including telling a story and
communicating emotions and ideas.
a. Describe and compare art forms by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy.
b. Ask questions about an art form to further understand the concepts,
skills, and processes used to
create/perform the work of art.
c. Explain purposes for making art in different times and places, including cultural traditions, personal expression, and communication of beliefs.
a. Compare and analyze art forms by applying grade span appropriate concepts, vocabulary, skills, and processes as referenced in Standard A: Disciplinary Literacy.
b. Compare the quality and
effectiveness of art works using multiple criteria from observations, print and/or non-print resources.
c. Compare the effectiveness of selected media, techniques, and processes in communicating ideas.
d. Explain and compare different purposes of artists and art work in the context of time and place.
a. Describe, analyze, interpret, and
evaluate art forms by applying
grade span appropriate arts
concepts, vocabulary, skills, and
processes as referenced in
Standard A: Disciplinary Literacy.
b. Analyze and evaluate varied interpretations of works of art using evidence from observations
and a variety of print and/or nonprint
sources.
c. Demonstrate an understanding of the difference between a personal opinion and an informed judgment.
d. Research and explain how art and artists reflect and shape their time and culture.
To view the entire document:
http://www.maine.gov/education/lres/vpa/documents/MLR-VPAComplete.pdf