Okla. Admin. Code § 210:15-3-118

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

Section 210:15-3-118 - Dance, Drama/Theatre, Music, and Visual Art Standards for High School Proficient Level

(a)Dance.

(1)Performing.

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

(i) Embody technical dance skills (e.g., functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography.

(ii) Articulate performance goals and justify reasons for selecting particular practice strategies. Discuss implementation of the plan and how it supports personal performance goals.

(iii) Develop a plan for healthy practices in dance activities and everyday life, including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal health goals.

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

(i) Develop partner and ensemble skills that enable contrasting level changes through lifts, balances, or other means while maintaining a sense of spatial design and relationship. Use space intentionally during phrases and through transitions between phrases.

(ii) Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing.

(iii) Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness and control so movement phrases demonstrate variances of energy and dynamics.

(C) Convey meaning through the presentation of dance.

(i) Demonstrate character-based skills (e.g., commitment, dependability, responsibility, cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal, and performance.

(ii) Accept notes from the choreographer post-performance and apply corrections to future performances.

(iii) Document the rehearsal and performance process and evaluate methods and strategies, using dance and production terminology.

(iv) Evaluate possible designs for the production elements of a performance and select and execute the ideas to intensify and heighten the artistic intent of the dances.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Explore a variety of stimuli for generating movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.

(ii) Experiment with elements of dance to explore personal movement preferences and strengths. Select movements to challenge skills and build on strengths in an original dance composition.

(B) Organize and develop dance work.

(i) Design a dance using choreographic devices and structures to support a clear artistic intent. Explain how the dance structures clarify the artistic intent.

(ii) Develop an artistic statement for an original dance study. Discuss how the use of movement elements, choreographic devices, and structures serve to communicate the artistic intent.

(C) Refine and complete dance work.

(i) Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate the impact of choices made in the revision process.

(ii) Demonstrate knowledge of recognized systems used to document a section of a dance (e.g., writing, a form of notation symbols, using media technologies).

(3)Responding.

(A) Perceive and analyze dance.

(i) Analyze dance works and recognize recurring patterns, themes, and qualities of movement to create structure and meaning in a dance.

(ii) Analyze movement patterns and their relationships in a variety of dance styles or cultural movement practices and demonstrate how their differences impact the meaning of the dance. Use appropriate terminology.

(B) Construct meaningful interpretations of dance.

(i) Select and compare different dances and discuss their intent and artistic expression. Use appropriate terminology to explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support artistic intent.

(C) Apply criteria to evaluate dance.

(i) Discuss insights of artistic expression used in a dance. Utilizing evaluative criteria, consider societal values and a range of perspectives. Use appropriate terminology.

(4)Connecting.

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

(i) Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact interpretation. Provide evidence to support an analysis.

(ii) Conduct research using a variety of resources about a social issue of great interest and use the information to create a dance study expressing a specific point of view on the topic. Summarize 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) Analyze and discuss dances from selected genres, styles and historical periods, including those of Oklahoma American Indian Tribes and communities. Formulate reasons for the similarities and differences between them in relation to the ideas from which the dances originate.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of drama/theatre by investigating the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.

(ii) Imagine technical elements for a unified drama/theatre concept by exploring the impact of technology on choices in a drama/ theatre work.

(iii) Develop a character authentic to the work through application of vocal techniques, employing movement techniques, and engaging in character analysis.

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

(i) Develop a unified drama/theatre work by refining a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas.

(ii) Demonstrate collaborative and interdisciplinary skills by investigating the collaborative nature of the actor, director, playwrights, and designers and exploring their interdependent roles in a drama/theatre work.

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

(i) Practice and revise a unified devised or scripted drama/theatre work using varied theatrical styles (e.g., realism, mime, vaudeville, etc.).

(ii) Explore the connection to a character through physical, vocal, and psychological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

(iii) Collaborate with peers to create a technical design using simple technology for devised or scripted drama/theatre work.

(iv) Select a scene from literature, original, or scripted material, and contribute to the development of a scene as a member of an ensemble.

(2)Performing.

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

(i) Explore various technical elements contributing to the most supportable and convincing drama/theatre work.

(ii) Understand that there are multiple choices for each character and select the most supportable choices for the moment.

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

(i) Develop experience through practice and a personalization of acting techniques to expand skills in a rehearsal or drama/theatre performance.

(ii) Integrate technical elements to create an emotional impact or convey meaning by researching elements to increase the impact of a design, introduce technical knowledge of safety procedures, and participating as a member of a technical crew and management team for a production.

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

(i) Present a drama/theatre work with a defined purpose or intent through selection and use of performance spaces, drama and theatre conventions, and technical elements appropriate to an audience.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Analyze and evaluate theatrical works of extended length and complexity, demonstrating an understanding of the protocols of audience etiquette appropriate to the style of the performance.

(ii) Identify choices in a drama/theatre work to understand and explain personal reactions as a participant in a drama/theatre event.

(B) Interpret intent and meaning in dramatic work.

(i) Use personal experience and background knowledge to create or interpret a drama/theatre work by identifying and comparing artistic choices developed from personal experiences, textual evidence, and appropriate criteria in a drama/theatre work.

(ii) Interpret how culture influences a performance by identifying and comparing cultural perspectives and contexts influencing the interpretation of a drama/theatre work.

(iii) Identify personal aesthetics by researching the concept of a personal aesthetic, recognizing and sharing artistic/aesthetic preferences and choices, and forming a personal aesthetic when contributing to or observing drama/theatre works.

(iv) Evaluate and critique elements of drama, dramatic techniques, and theatrical conventions using guidelines for evaluating a theatrical production.

(C) Apply criteria to dramatic work.

(i) Develop and apply group-generated criteria to evaluate and assess one's own work and the work of others.

(ii) Evaluate the effectiveness of technical elements in conveying the theme of the drama/theatre work while respecting others' interpretations.

(iii) Establish an active relationship between audience and performer by observing and discussing how characters' circumstances impact audience members' perspectives and reactions in a drama/theatre work.

(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) Choose and interpret a drama/theatre work and identify similarities and differences between the characters' experiences and student's personal experiences.

(ii) Identify and analyze theatrical works from a variety of historical periods, cultures, and playwrights.

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

(i) Explore how cultural, global, and historic belief systems (including Oklahoma culture/history and the stories and storytelling contributions of the Oklahoma American Indian Tribes) affect/have affected creative choices in drama/theatre work.

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

(i) Use basic theatre research methods (dramaturgy) to better understand the social and cultural background of a drama/theatre work.

(D) Examine how theatre connects to life experiences, careers, and other content.

(i) Explore how theatre connects to life experiences, careers, and other content through exploration of various careers in the theatre arts (e.g., performance, tech, production, administrative, education, marketing, etc.).

(c)Music.

(1)Creating.

(A) Generate musical ideas for various purposes and contexts.

(i) Compose and/or improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes to reflect characteristics of music studied.

(B) Select and develop musical ideas for defined purposes and contexts.

(i) Select and develop melodic and rhythmic passages and arrangements incorporating the characteristics of music or texts studied while preserving them through notation and/or audio/video recording.

(C) Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

(i) Evaluate and refine melodies, rhythmic passages, arrangements, and improvisations based on established criteria.

(D) Share creative musical work to convey intent, demonstrate craftsmanship, and exhibit originality.

(i) Share personally-developed melodies, rhythmic passages, and arrangements (individually or as an ensemble) addressing identified purposes.

(2)Performing.

(A) Select varied musical works to present based on interest, knowledge, technical skill, and context.

(i) Explain the criteria used to select a varied repertoire based on an understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance.

(B) Analyze varied musical works and their implications for performance.

(i) Analyze how compositional devices of musical works inform prepared or improvised performances.

(C) Develop and express personal interpretations that consider creators' intent.

(i) Utilize context(s) to inform interpretation in a varied repertoire of music through prepared and improvised performances.

(D) Use self-reflection and peer feedback to refine individual and ensemble performances of varied music repertoire.

(i) Develop strategies and evaluate success using feedback from ensemble peers and other sources to address challenges in a varied repertoire of music.

(E) Perform expressively with appropriate interpretation and technical accuracy.

(i) Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.

(3)Responding.

(A) Choose music appropriate for a specific purpose or context.

(i) Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to personal interest, purpose, and context.

(B) Analyze how the structure and context of varied musical works inform the response.

(i) Explain how the analysis of passages and understanding the way the elements of music are manipulated affect musical response.

(C) Support the reasons for an interpretation of musical works reflecting creators' or performers' expressive intent.

(i) Explain and support the reasons for interpretations of expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text.

(D) Evaluate musical works and performances based on analysis, interpretation, and established criteria.

(i) Evaluate works and performances based on personally- or collaboratively- developed criteria, including analysis of the structure and context.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences in making/understanding music.

(i) Reflect upon and critique musical experiences and the effects personal interests and concerns have on the outcome for both performer(s) and the audience.

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

(i) Describe how knowledge of culture, traditions, and history influences personal responses to music.

(d)Visual Arts.

(1)Creative Process.

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

(i) Use the elements of art and principles of design to develop multiple approaches to create art.

(ii) Shape a personal artistic vision using a contemporary practice of art and design.

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

(i) Experiment and practice skills and knowledge of various art forms.

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

(i) Apply relevant criteria from cultural contexts to examine, reflect, and plan for works of art and design.

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

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

b. 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) Document process of developing ideas from early stages to fully elaborated ideas and originality.

(ii) Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.

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

(i) Explain how materials used in art making may impact human health and the environment, and demonstrate safe handling of materials, tools, and equipment.

(ii) Understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design.

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

(i) Use multiple approaches to begin creative endeavors.

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

(i) Apply relevant criteria from traditional and contemporary contexts to examine, reflect on, and plan revisions for works of art and design in progress.

(3)Cultural and Historical Perspectives.

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

(i) Describe how knowledge of cultures, traditions, and history may influence personal responses to art.

(ii) Describe how an artist or culture uses media (materials) to identify social, cultural, or political beliefs and actions.

(iii) Describe basic ideas underlying major art movements and their historical periods and attribute works of art to specific artists, cultures, and movements.

(4)Aesthetic Response and Critique Methodologies.

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

(i) Develop a personal artistic style in a portfolio or body of personal artwork, including an artist statement.

(ii) Critique personal artwork based on a thoughtful inquiry.

(iii) Reflect on personal critiques to improve current or future work.

(iv) Document and preserve personal works of art in a portfolio.

(v) Discuss and explore necessary preparations for entering careers, college programs, exhibits, competitions, and pathways in the visual arts.

Okla. Admin. Code § 210:15-3-118

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