Okla. Admin. Code § 210:15-3-120

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

Section 210:15-3-120 - Dance, Drama/Theatre, Music, and Visual Art Standards for High School Accomplished Level

(a)Dance.

(1)Performing.

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

(i) Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or dancing in ensemble works in a variety of dance genres and styles. Self-evaluate performances and explain and analyze performance ability with others.

(ii) Initiate, plan, and direct rehearsals with attention to technical details. Use a range of rehearsal strategies to achieve performance excellence.

(iii) Research healthy and safe practices for dancers and modify personal practice based on findings. Discuss how the research informs personal practice.

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

(i) Modulate and use the broadest range of movement in space for artistic and expressive clarity. Use varied focus to clarify movement and intent. Perform in various relationships with other dancers and audience as appropriate to the dance.

(ii) Demonstrate time complexity in phrasing with and without musical accompaniment. Work with and against rhythm of accompaniment or sound environments.

(iii) Perform movement sequences expressively within the choreographic intent using a broad dynamic range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience.

(C) Convey meaning through the presentation of dance.

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

(ii) Enhance performance using performance practices during a broad repertoire of strategies to achieve choreographic intent.

(iii) Develop a professional portfolio (e.g., resume, head shot) and exhibit fluency in professional dance and production terminology.

(iv) Work collaboratively to produce dance performances in a variety of venues and design and organize the production elements necessary to fulfill the artistic intent of the dance works in each of the venues.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Demonstrate content generated from a variety of stimuli to discover a personal voice with clear artistic intent.

(ii) Expand personal movement preferences and strengths to discover unexpected solutions and communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.

(B) Organize and develop dance work.

(i) Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify the artistic intent.

(ii) Construct an artistic philosophy to communicate a personal and/or cultural artistic perspective.

(C) Refine and complete dance work.

(i) Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and the feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent.

(ii) Document a dance using recognized systems of dance documentation.

(3)Responding.

(A) Perceive and analyze dance.

(i) Analyze dance works from a variety of dance styles and explain how recurring patterns, themes, and qualities of movement relate to the artistic intent.

(ii) Analyze and explain how dance communicates aesthetic and cultural values in a variety of dance styles or cultural movement practices. Use appropriate terminology.

(B) Construct meaningful interpretations of dance.

(i) Analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different dance styles, or cultural movement practices. Use appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Define personal artistic preferences to critique a dance. Consider societal and personal values and a range of artistic expression. Compare perspectives with peers and justify views. Use appropriate terminology.

(4)Connecting.

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

(i) Review original choreography with respect to its content and context. Reflect and analyze its relationship to personal perspectives and growth.

(ii) Investigate various dance-related careers and college readiness through a variety of research methods and techniques. Select options of most interest. Develop and implement a capstone project to reflect opportunities in dance.

(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. Analyze how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives from which the dances originate. Analyze the impact on one's dance literacy.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of theatre by synthesizing knowledge from a variety of dramatic forms, drama/theatre conventions, and technologies.

(ii) Develop technical elements for a unified drama/theatre concept by creating and implementing a major technical element for a production.

(iii) Develop a character authentic to the work by: applying fundamental vocal techniques such as knowledge of dialects and accents, the International Phonetic Alphabet, increased range and control, intonation, and connotation; applying fundamental movement techniques and show increased poise and flexibility; and connecting and defending internal and external work to fully realize the character.

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

(i) Develop a unified drama/theatre work by generating ideas from research and script analysis and applying meaningful cultural, literary, and historical influences to acting choices, technical choices, or directorial concepts.

(ii) Demonstrate collaborative and interdisciplinary skills by working to develop theatrical production concepts, discover artistic solutions, and make interpretive choices in a drama/theatre work.

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

(i) Refine, transform, and demonstrate the unifying concept in a devised or scripted drama/theatre work using the rehearsal process.

(ii) Explore the connection to a character through mind/body/voice to create a vivid character and apply appropriate acting techniques and styles in performances of characters from a variety of dramatic genres and historical periods.

(iii) Integrate, refine, and apply technical design elements to enhance the unified concept and create an emotional impact or convey meaning in a devised or scripted drama/theatre work.

(iv) Interpret drama using scripted material by independently writing a one-act play with correct form and structure including full character development, believable dialogue, and logical plot outcomes.

(2)Performing.

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

(i) Demonstrate the ability to utilize the fundamental conventions and the following styles: non-realism, commedia dell'arte, Shakespeare, absurdism, mask work, improvisation, environmental drama, and other theatre arts styles.

(ii) Apply a variety of researched acting techniques as an approach to character in a drama/theatre work.

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

(i) Develop expertise through practice, use and justify a collection of acting exercises from reliable resources, 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 developing a plan for the coordination of all aspects of a theatrical production from a technical leadership perspective.

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

(i) Present a drama/theatre work for a specific audience, employing research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Compare and debate the connection between a performance and contemporary issues that may affect audiences.

(ii) Identify choices in a drama/theatre work to understand multiple interpretations of a drama/theatre event and demonstrate the ability to receive and act upon coaching and feedback.

(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 demonstrating and articulating understandings of culture contexts to interpret a drama/theatre work.

(iii) Identify personal aesthetics by debating and distinguishing multiple aesthetics when contributing to or observing drama/theatre works.

(iv) Use critical analysis to make an informed decision about the quality of a theatrical production.

(C) Apply criteria to dramatic work.

(i) Synthesize evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theatre work.

(ii) Analyze and evaluate varied aesthetic interpretations of technical elements for drama/theatre work.

(iii) Establish an active relationship between audience and performer by evaluating/synthesizing evidence from audience responses to revise personal work and interpret the work of others.

(iv) Develop respect by creating a personal code of theatre etiquette and ethics, demonstrating awareness of professional ethics as a cast or crew member, and respecting theatre practitioners and conventions such as copyright law.

(4)Connecting.

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

(i) Explore the relationship between theatre and other non-arts disciplines to synthesize concepts and skills and develop a drama/theatre work.

(ii) Synthesize and apply critical research on a historical time period to develop a drama/theatre work.

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

(i) Collaborate on a drama/theatre work examining an issue using multiple personal, community, and cultural perspectives.

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

(i) Synthesize and apply critical research on a historical time period to create a design for a modern drama/theatre space.

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

(i) Explore how theatre connects to life experiences and careers through participation in various production roles and activities found in commercial, professional, amateur, and/or educational theatre.

(c)Music.

(1)Creating.

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

(i) Compose and improvise musical ideas for a variety of purposes and contexts.

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

(i) Select and develop composed and improvised ideas to construct musical works organized for a variety of purposes and contexts 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 varied musical works based on appropriate, context-specific criteria.

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

(i) Share varied, personally-developed musical works (individually or as an ensemble) addressing identified purposes and contexts.

(2)Performing.

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

(i) Develop and apply criteria to select varied programs 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) Examine, evaluate, and critique 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 Inform prepared and improvised performances to connect with the audience.

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

(i) Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

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

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

(3)Responding.

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

(i) Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

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

(i) Analyze and evaluate the musical structures, contexts, and performance decisions of a musical work.

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

(i) Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources that can include reference to other art forms.

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

(i) Evaluate music, programs of music, and performances based on standardized criteria, personal decision-making, research, and understanding of contexts.

(4)Connecting.

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

(i) Synthesize knowledge related to the effects of personal interests and concerns with musical experiences to create meaningful works of art.

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

(i) Analyze and evaluate the impact of a musician or a group of musicians on the beliefs, values, and behaviors of a society.

(d)Visual Arts.

(1)Creative Process.

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

(i) Plan, theorize, experiment, and generate art using the elements of art and principles of design to complete a portfolio.

(ii) Follow or break established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

(iii) Reflect on artistic choices through written response.

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

(i) Plan and make multiple works of art to explore a personally meaningful theme, idea, or concept.

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

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

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

(I) Communicate a style and point of view in expressing personal emotions and ideas in artwork.

(II) Select materials, media, and processes of personal interest to communicate ideas in artworks.

(2)Production.

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

(i) Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create original, meaningful works of art or design.

(ii) Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

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

(i) Demonstrate understanding of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work, while demonstrating safe handling of materials, tools, and equipment.

(ii) Understand the legal consequence of using copyrighted materials in the creation and circulation of creative work.

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

(i) Experiment, plan, and make a series of works of art and design to explore a personally meaningful theme, idea, or concept.

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

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

(3)Cultural and Historical Perspectives.

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

(i) Evaluate the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

(ii) Utilize contextual and visual knowledge of historical and contemporary art making to defend why media (materials) are used by an artist or culture.

(iii) Research the context of and defend positions related to historical or contemporary movements in art and their social impact.

(4)Aesthetic Response and Critique Methodologies.

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

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

(ii) Construct persuasive and reasonable arguments, individually, or collaboratively to defend or critique works of art.

(iii) Demonstrate continual refinement of artwork based on formative critique.

(iv) Curate and showcase work for a specific purpose.

(v) Prepare and submit personal work for evaluation in competitions, exhibits, college evaluation, or advanced assessment credit.

Okla. Admin. Code § 210:15-3-120

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