Okla. Admin. Code § 210:15-3-116

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-116 - Dance, Drama/Theatre, and Visual Art Standards for Seventh Grade

(a)Dance.

(1)Performing.

(A) Develop and refine dance techniques and work for presentation.

(i) Identify and explore the fundamental movement patterns of total body connectivity including body half, cross lateral, upper/lower, core/distal.

(ii) Apply strategies to accommodate physical maturational development to technical dance skills (e.g., functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, flexibility/range of motion).

(iii) Collaborate with peers to practice and refine dances. Develop group performance expectations through observation and analyses (e.g., view live or recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations).

(iv) Utilize healthy practices and sound nutrition in dance activities and everyday life. Describe benefits of practices and how choices enhance performance.

(B) Select, analyze, and interpret dance for presentation.

(i) Expand awareness of floor and spatial pattern designs using locomotor and non-locomotor movements. Incorporate and modify differently designed shapes and movements for interest and contrast.

(ii) Use timing accents and variations within a phrase to add interest kinesthetically, rhythmically, and visually. Use different tempi in different body parts at the same time.

(iii) Compare and contrast dynamic qualities from a variety of dance styles. Describe specific qualities using adjectives and adverbs. Determine what dancers must do to perform them clearly.

(C) Convey meaning through the presentation of dance.

(i) Use performance etiquette and performance practices during class, rehearsal, and performance. Maintain a journal documenting these actions. Receive notes from the choreographer and apply corrections to future performances.

(ii) Explore possibilities of producing dance in a variety of venues or for different audiences. Use production terminology to explain how the production elements would be handled in different situations to intensify artistic intent.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Compare a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, social events) and make selections to expand movement vocabulary and artistic expression.

(ii) Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.

(B) Organize and develop dance work.

(i) Use a variety of choreographic devices and dance structures to develop a dance study with a clear artistic intent. Articulate reasons for movement and structural choices.

(ii) Develop artistic intention to choreograph a dance study communicating personal or cultural meaning. Articulate how the artistic intention serves to communicate the meaning of the dance.

(C) Refine and complete dance work.

(i) Evaluate possible revisions of dance compositions and, if necessary, consider revisions of artistic criteria based on self-reflection and the feedback from others. Explain reasons for choices and how they clarify artistic intent.

(ii) Investigate a recognized system to document a dance sequence by using words, symbols, or media technologies.

(3)Responding.

(A) Perceive and analyze dance.

(i) Compare, contrast, and discuss patterns of movement and their relationships in dance.

(ii) Compare and contrast how the elements of dance are used in a variety of styles or cultural movement practices using appropriate terminology.

(B) Construct meaningful interpretations of dance.

(i) Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, and context, using appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Compare artistic intent, content, and context from different dances to examine the qualities of genre, style, or cultural movement practice. Based on the comparison, develop artistic criteria, using appropriate terminology.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to make dance.

(i) Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Analyze how the movement characteristics or qualities differ from one's own movement preferences and perspectives.

(ii) Conduct research using a variety of resources to find information about a social issue. Use the information to create a dance study expressing a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.

(B) Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

(i) Compare, contrast, and discuss dances performed by people in various localities or communities, including the contributions of Oklahoma American Indian Tribes and communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each community.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of drama/theatre by experimenting with possible solutions to playwriting, improvisation, and staging.

(ii) Conceptualize and craft technical elements for a unified drama/theatre concept and use theatre vocabulary to describe the most appropriate and meaningful choices.

(iii) Develop characters authentic to the drama/theatre work by: demonstrating physical and vocal character traits; engaging in character analysis; and formulating or interpreting dialogue and actions.

(B) Organize, develop, and rehearse dramatic ideas and work.

(i) Imagine, develop, and refine artistic choices through research and the application of Aristotle's six elements of drama during the dramatic writing process.

(ii) Demonstrate collaborative skills by assuming roles, identifying responsibilities, and being receptive to a variety of artistic ideas in an original or scripted drama/theatre work.

(C) Revise, refine, and complete dramatic work.

(i) Prepare choices (performance, design, tech) contributing to a unified drama/ theatre work.

(ii) Develop and identify effective physical and vocal traits of characters through the use of acting techniques (character analysis, character morgue, Stanislavski, Strasberg, Meisner, Hagen, etc.).

(iii) Integrate technical elements to have emotional impact or convey meaning by considering multiple elements to communicate mood, period, culture, and locale.

(2)Performing.

(A) Select, analyze, and interpret dramatic work for presentation.

(i) Develop performance and technical choices (e.g., dramatic structure/plot, characters, setting, theme, design elements, props, sound, etc.) contributing to the most supportable and convincing drama/theatre work.

(ii) Evaluate and apply meaningful, effective, and appropriate physical and vocal traits of characters in improvised, original, or scripted drama/theatre work and select the most supportable choices.

(B) Develop and refine dramatic techniques and work for presentation.

(i) Assume roles (performance and technical) in a variety of dramatic and theatrical forms and develop expertise through a personalization of techniques.

(ii) Incorporate available technology and technical elements (e.g., music, sound effects, images, text, etc.) to convey or enhance meaning in a drama/theatre work.

(C) Convey meaning through the presentation of a dramatic work.

(i) Present a rehearsed original or scripted drama/theatre work for a classroom or community audience and engage in shared reflection.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Employ a variety of self-evaluation processes (including journaling, rubrics, and aesthetic responses) to analyze choices made in live or recorded drama/theatre work.

(B) Interpret intent and meaning in dramatic work.

(i) Identify the artistic choices made based on personal experiences relevant to plot events in a performance.

(ii) Identify and explain responses to character and technical elements based on cultural perspectives when participating in, contributing to, or observing drama/theatre.

(iii) Research the concept of a personal aesthetic and recognize and share artistic preferences when contributing to or observing drama/theatre works.

(C) Apply criteria to dramatic work.

(i) Determine the similarities and differences between criteria necessary for the evaluation of various genres and styles of theatre produced in a variety of historical periods and cultures.

(ii) Evaluate the contributions and effectiveness of the technical elements, while keeping in mind the limitations and/or possibilities inherent in the architecture, stage types, and staging, in a drama/theatre work.

(iii) Observe and analyze formal and informal audience response and identify the moments in drama/theatre work that elicited an audience reaction.

(iv) Develop respect for theatre, its practitioners, and conventions such as copyright law.

(4)Connecting

(A) Synthesize and relate knowledge and personal experiences to drama/theatre.

(i) Research and dramatize stories from Oklahoma culture or history and stories of other histories and cultures to discover similarities and differences.

(B) Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

(i) Identify universal themes or common social issues and express them through a drama/ theatre work.

(ii) Evaluate the overall impact on drama/theatre as influenced by the history and culture of Oklahoma (including the stories and storytelling contributions of the Oklahoma American Indian Tribes) and other cultures.

(C) Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

(i) Research and discuss how the historical and cultural context influenced the perception of the work.

(ii) Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work.

(c)Visual Arts.

(1)Creative Process.

(A) Learn and use vocabulary and concepts related to visual arts.

(i) Apply knowledge of elements of art (e.g., line, color, form, shape, texture, value, and space) and principles of design (e.g., rhythm, balance, contrast, movement, center of interest, and repetition) to the early stages of the creative process.

(ii) Develop criteria to guide making a work of art or design to communicate an identified goal.

(B) Practice and refine techniques and skills related to visual arts.

(i) Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings emerging in the art making process.

(ii) Refine proper and safe handling of materials, tools, and equipment through their care, storage, and use.

(C) Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

(i) Develop relevant criteria to examine, reflect, and plan revisions for a work of art or design in progress.

(ii) The student will develop creative thinking to artmaking.

(I) Communicate emotions, ideas, experiences, and narratives through the creation of original works of art, using self-selected media.

(II) Synthesize prior knowledge and experience to develop a personal investigation by creating a series of works of art.

(2)Production.

(A) Utilize a variety of ideas and subject matter in creation of original works of visual art.

(i) Experiment and develop skills in multiple art making techniques and approaches through practice.

(ii) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

(B) Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

(i) Demonstrate care and safe handling through the storage and use of materials, tools, and equipment.

(ii) Develop awareness of practices, issues, and ethics of appropriation, fair use, and copyright as they apply to using different media.

(C) Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

(i) Demonstrate an openness to artistic challenges while developing skills with new ideas, materials, methods, and approaches.

(D) Revise and refine artworks to create finished works of art.

(i) Reflect on and explain important information about personal artwork in an artist statement or another format.

(3)Cultural and Historical Perspectives.

(A) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

(i) Explore different ways art is used to represent, establish, reinforce, and reflect cultural characteristics.

(ii) Explore connections between art production and imagery relative to social and political climates.

(iii) Place works of art from a global perspective on a timeline to represent specific movements, historical periods, and cultures.

(4)Aesthetic Response and Critique Methodologies.

(A) Perceive, analyze, interpret, and evaluate artistic work.

(i) Demonstrate respect for personal artwork and the artwork of others.

(ii) Analyze and reflect upon personal artwork based on formative and summative evaluations.

(iii) Identify skills developed through the arts that contribute to success in visual arts and non-arts careers.

(iv) Preserve and collect personal works of art, organizing based on teacher-identified criteria.

Okla. Admin. Code § 210:15-3-116

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 26 Ok Reg 35, eff 8-21-08 (emergency); Amended at 26 Ok Reg 1446, eff 6-11-09

Amended by Oklahoma Register, Volume 31, Issue 24, September 2, 2014, eff. 9/12/2014

Amended by Oklahoma Register, Volume 40, Issue 24, September 1, 2023, eff. 9/11/2023