Okla. Admin. Code § 210:15-3-119

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

Section 210:15-3-119 - Dance, Drama/Theatre, Music, and Visual Art Standards for High School Advanced Level

(a)Dance.

(1)Performing.

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

(i) Dance with sensibility toward other dancers while executing complex spatial, rhythmic, and dynamic sequences.

(ii) Plan and execute collaborative and independent practice and rehearsal processes with attention to technique and artistry informed by personal performance goals. Reflect on personal achievements.

(iii) Apply anatomical principles and healthy practices to a range of technical dance skills. Follow a personal nutrition plan supporting health for everyday life.

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

(i) Expand solo, partner, and ensemble skills to greater ranges and skill levels. Execute complex movement sequences with others while maintaining relationships through focus and intention.

(ii) Perform dance studies and compositions using time and tempo in unpredictable ways. Use internal rhythms and dynamics as phrasing tools.

(iii) Initiate movement phrases by applying energy and dynamics. Vary energy and dynamics over the length of a phrase and transition smoothly out of the phrase and into the next phrase.

(C) Convey meaning through the presentation of dance.

(i) Demonstrate character-based skills when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance.

(ii) Implement performance strategies to reach choreographic intent. Accept and apply feedback from the choreographer to future performances.

(iii) Document the rehearsal and performance process by maintaining a record (e.g., journal, video, etc.) and evaluate methods and strategies, using dance and production terminology.

(iv) Use dance performance production knowledge to work collaboratively and learn the elements necessary to fulfill the artistic intent of the dance works.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Synthesize content generated from a variety of stimuli to choreograph dance studies or dances using original or codified movement.

(ii) Apply personal movement preferences and strengths with the movement vocabulary of several dance forms to choreograph an original dance study. Compare and contrast personal choices to those made by well-known choreographers.

(B) Organize and develop dance work.

(i) Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures.

(ii) Develop an artistic statement to reflect a personal style for an original dance study. Select and demonstrate movements supporting the artistic intent.

(C) Refine and complete dance work.

(i) Clarify the artistic intent of a dance by refining choreographic devices and dance structures. Work collaboratively or independently, using established artistic criteria, self-reflection, and feedback from others. Analyze and evaluate the impact of choices made in the revision process.

(ii) Develop a strategy to record a dance using recognized systems of dance documentation.

(3)Responding.

(A) Perceive and analyze dance.

(i) Analyze dance works and provide examples of recurring patterns, themes, and qualities of movement and their relationships to create well-structured and meaningful choreography.

(ii) Analyze and compare movement patterns and their relationships in a variety of dance styles or cultural movement practices and explain how their differences impact communication and intent within a cultural context. Use appropriate terminology.

(B) Construct meaningful interpretations of dance.

(i) Analyze and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression. Use appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Compare and contrast two or more dances using evaluative criteria to critique artistic expression. 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 and research its context. Synthesize information learned and share new ideas about its impact on personal perspective.

(ii) Use established research methods to investigate a topic and collaborate to create a piece of choreography based on the topic. Explain (orally or in writing) the insights relating to knowledge gained through the research process, the synergy of collaboration, and the transfer of learning from this project to other situations.

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

(i) Analyze and discuss dances from selected genres, styles, historical periods, and world dance forms, including those of Oklahoma American Indian Tribes and communities. Explain how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives from which the dances originate.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of theatre by exploring performance and technical choices to develop a drama/theatre work that is believable, authentic, and relevant.

(ii) Imagine technical elements for a unified drama/theatre concept by exploring technology and conducting research to inform the design of sets, costumes, sound, etc., in a drama/theatre work.

(iii) Develop a character authentic to the work through application of vocal techniques, employing movement techniques, and demonstrating knowledge of motivation through the recall of emotional experience, blocking, and observations of the external world.

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

(i) Develop a unified drama/theatre work by generating ideas from research (historical and cultural) and script analysis to devise a performance.

(ii) Demonstrate collaborative and interdisciplinary skills by cooperating as a creative team to make interpretive choices for a drama/ theatre work.

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

(i) Use the rehearsal process to analyze the dramatic concept and technical design elements of devised or scripted drama/theatre work.

(ii) Explore the connection to a character through mind/body/voice and use research and script analysis to revise dramatic choices and create a vivid character.

(iii) Revise and improve technical design choices to create an emotional impact and support the story of a devised or scripted drama or theatre work.

(iv) Interpret drama using scripted material, literature, original material, and use improvisation to create extended theatrical pieces as a solo actor or as a member of an ensemble.

(2)Performing.

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

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

(ii) Research and apply the development of acting skills for character creation and performance including historical movements, personal experience, and cultural influences utilizing various acting methods and techniques (e.g., Stanislavski, Uta Hagen, sense memory, emotional recall).

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

(i) Develop proficiency through practice and implement the voice, body, observation, and imagination 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, applying 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 using creative processes to shape the technical elements for a specific audience.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Analyze and critique a performance work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.

(ii) Identify choices in a drama/theatre work and demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.

(B) Interpret intent and meaning in dramatic work.

(i) Use personal experience and background knowledge to create or interpret a drama/theatre work by analyzing artistic choices developed from personal experience, textual evidence, and appropriate criteria to reinforce artistic choices when participating in or observing a drama/theatre work.

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

(iii) Identify personal aesthetics by justifying a personal aesthetic when contributing to or observing drama/theatre works.

(iv) Critique various aspects of theatre using appropriate supporting evidence, analyze why artistic choices are made in drama /theatre work, and develop and utilize meaningful, structured criteria for assessing the work of an actor.

(C) Apply criteria to dramatic work.

(i) Citing evidence, develop and apply group-generated criteria to evaluate and assess one's own work and the work of others and receive/act upon coaching feedback and constructive criticism.

(ii) Citing evidence, 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 and evaluate audience responses based on personal experiences to critique a drama/theatre work.

(iv) Develop respect by creating a personal code of theatre etiquette and ethics and respecting theatre practitioners and conventions such as copyright law.

(4)Connecting.

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

(i) Develop a drama/theatre work identifying and investigating culture, global, and historic belief systems.

(ii) Demonstrate a basic understanding of theatre history through the study of playwrights, theatrical styles, genres, and historical periods.

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

(i) Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.

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

(i) Research societal, historical, and cultural context for a performance and present an opinion about the drama/theatre design based on those contexts.

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

(i) Explore how theatre connects to life experiences, careers, and other content, and examine methods of pursuing various careers (including demonstrating audition etiquette and techniques) and theatre/theatre-based careers.

(c)Music.

(1)Creating.

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

(i) Compose and improvise ideas for arrangements, sections, and short compositions for specific purposes to reflect characteristics of music from a variety of cultures or historical periods studied.

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

(i) Select and develop extended melodic and rhythmic compositions, demonstrating the characteristics of music from a variety of cultures and genres 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 arrangements, sections, short compositions, and improvisations based on personally-developed criteria.

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

(i) Share personally-developed arrangements, sections, and short compositions (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) Develop and apply criteria to select a varied repertoire based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.

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

(i) Document and demonstrate how compositional devices impact and inform prepared and improvised performances using appropriate music literacy skills.

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

(i) Utilize style, genre, technical skill, and context(s) of a varied repertoire of music to influence prepared and improvised performances.

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

(i) Develop and apply appropriate rehearsal strategies to refine performance(s) while addressing individual and ensemble challenges in a varied repertoire of music.

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

(i) Demonstrate developing fluency of the technical demands and expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.

(3)Responding.

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

(i) Develop personal criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.

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

(i) Explain how the analysis of musical structures and contexts affect musical response.

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

(i) Explain and support, using research, the reasons for interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, and (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 research as well as personally- and collaboratively-developed criteria, including analysis and interpretation of the structure and context.

(4)Connecting.

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

(i) Analyze the effect of personal interests and concerns on musical experiences and their impact and value on both the performers and the audience.

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

(i) Compare and contrast uses of music in a variety of societal, cultural, and historical contexts while making connections to uses of music in contemporary and local contexts.

(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 create artwork for the development of a portfolio.

(ii) Choose from a range of materials and methods of traditional and contemporary artistic practices to plan personal works of art and design.

(iii) Reflect on artistic choices through written response.

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

(i) Experiment to demonstrate acquisition of skills and knowledge in a chosen art form.

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

(i) Reflect, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.

(ii) The student will apply creative thinking to original artistic works.

(I) Communicate personal emotions and ideas in works of art by selecting media and incorporating appropriate elements of art and principles of design.

(II) Employ a variety of subject matter, including symbols and metaphors, to represent ideas about personal, cultural, or social concepts.

(2)Production.

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

(i) Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through original art making.

(ii) Redesign an object, system, place, or design in response to contemporary issues.

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

(i) Demonstrate awareness of ethical implications and social responsibility in the making and distribution of creative work, while demonstrating 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) Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

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

(i) Engage in constructive critique with peers, then reflect on, revise, and refine works of art and design in response to personal artistic vision.

(3)Cultural and Historical Perspectives.

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

(i) Analyze works of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

(ii) Analyze, explain, and justify why artists or cultures use specific media (materials) to record their social, cultural, and political history.

(iii) Analyze issues related to chronological art history and the development of an art movement.

(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) Discuss and critique personal and peer created artwork using correct terminology.

(iii) Incorporate peer critique to improve current or future work.

(iv) Select and prepare finished artwork for presentation.

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

Okla. Admin. Code § 210:15-3-119

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