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Madison County Board of Education |
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Madison County Arts & Humanities |
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Arts & Humanities - High School |
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Responding: AH-H-1.1.31
The learner will be able to
identify and discuss characteristics of extended musical forms [including overture, sonata, symphonic movements, and opera (overture, aria, recitative)].
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Music |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.23) |
|
Responding: AH-H-1.1.32
The learner will be able to
use elements of music (including melodic motif and development) to describe how musicians compose, perform, and improvise.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Music |
Application |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.14, 2.22, 2.23, 2.24, 2.25, 2.26) |
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Responding: AH-H-1.1.33
The learner will be able to
interpret music notation and symbols. This includes all previous notation and symbols introduced in fifth and eighth grades, with addition of the grand staff (treble and bass clefs, including middle c).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Music |
Analysis |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.14, 2.23) |
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Responding: AH-H-1.1.34
The learner will be able to
identify skills and training necessary for a variety of careers related to music.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Music |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-1.2.31
The learner will be able to
identify and compare various styles and functions (recreational, ceremonial, and artistic expression) of music from European and Latin American cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.25, 2.26) |
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Responding: AH-H-1.2.32
The learner will be able to
analyze and describe how factors such as time, place, and belief systems are reflected in music (See Arts and Humanities Reference Chart).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (2.25) |
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Responding: AH-H-1.2.33
The learner will be able to
analyze and describe music’s influence on belief systems, its influence on history, and its ability to shape culture [(e.g., patriotic songs, music as marketing, protest songs, current popular music strongly influenced by African-American and Hispanic themes (See Arts and Humanities Reference Chart)].
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
2.5 |
KY: Core Content for Assessment, 1999 (2.25) |
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Responding: AH-H-1.2.34
The learner will be able to
compare a work of music to a work from the same stylistic period in another arts discipline [(e.g., Impressionism: Monet to Debussy). (See Arts and Humanities Reference Chart)].
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-2.1.31
The learner will be able to
describe and analyze the relationship among music, costumes, lighting, props/scenery and choreography.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (1.15, 2.23) |
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Responding: AH-H-2.1.32
The learner will be able to
analyze, interpret, or evaluate a variety of compositional dance forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Evaluation |
Master |
3.0 |
KY: Core Content for Assessment, 1999 (1.15, 2.23, 2.25) |
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Responding: AH-H-2.1.33
The learner will be able to
analyze, interpret, or evaluate the following compositional dance form: Choreographic- theme and variation, rondo, round, narrative.
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Evaluation |
Master |
3.0 |
KY: Core Content for Assessment, 1999 (1.15, 2.23, 2.25) |
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Responding: AH-H-2.1.34
The learner will be able to
analyze, interpret, or evaluate the following compositional dance form: Social- fox-trot, waltz, jitterbug, cha-cha.
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Evaluation |
Master |
3.0 |
KY: Core Content for Assessment, 1999 (1.15, 2.23, 2.25) |
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Responding: AH-H-2.1.35
The learner will be able to
critique the meaning of a dance based on form and movements from the perspective of a dancer and/or an audience member.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Evaluation |
Master |
3.0 |
KY: Core Content for Assessment, 1999 (1.15, 2.23) |
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Responding: AH-H-2.1.36
The learner will be able to
identify skills and training for a variety of careers related to dance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Dance |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Creating: AH-H-2.2.11
The learner will be able to
create a short dance which communicates a contemporary social issue based on a historical event(s) or literary character(s).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Synthesis |
Master |
2.5 |
KY: Core Content for Assessment, 1999 [EPE] (1.15, 2.23) |
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Performing: AH-H-2.2.21
The learner will be able to
perform dances from various historical periods and cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Application |
Master |
2.0 |
KY: Core Content for Assessment, 1999 [EPE] (1.15, 2.25) |
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Responding: AH-H-2.2.31
The learner will be able to
discuss how dance reflects history and culture. (See Arts and Humanities Reference Chart).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.15, 2.23, 2.25) |
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Responding: AH-H-2.2.32
The learner will be able to
discuss how dance can portray thematic ideas and society, political and social beliefs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.23, 2.24, 2.25) |
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Responding: Similarities/Describe
The learner will be able to
describe the similarities and differences in recreational, artistic, and ceremonial dance styles. (recreational: ballroom, line dancing, aerobic; artistic: folk, modern, jazz, ballet, musical, theatrical, ethnic; ceremonial: commemorative, conflict.) (See Arts and Humanities Reference Chart).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.15, 2.23, 2.26) |
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Creating/Performing: AH-H-3.1.43
The learner will be able to
investigate and construct artistic choices [e.g., scenery, qualities the actors take on (voice, accent, mannerism), direction, stage management] for dramatic production that reflects culture, history, and symbolism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Analysis, Synthesis |
Master |
2.5 |
KY: Core Content for Assessment, 1999 [EPE] (2.22, 2.23) |
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Responding: AH-H-3.1.31
The learner will be able to
identify and discuss, using appropriate terminology, the use of dramatic structure [e.g., exposition, development, climax, reversal, denouement (also illustrated in Freytag’s Pyramid), tension]; character (e.g., protagonist, antagonist); literary devices (e.g., symbolism, foreshadowing); and components of drama/theatre (dialogue, monologue, soliloquy, ensemble, body, voice, script, sensory recall).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-3.1.32
The learner will be able to
analyze descriptions, dialogue, and actions within a script or text to discover, articulate, and justify character motivation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (2.22, 2.23, 2.24, 2.25, 2.26) |
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Responding: AH-H-3.1.33
The learner will be able to
describe how a work of literature is selectively modified through theatre to enhance the expression of ideas and emotions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-3.1.34
The learner will be able to
identify skills and training necessary for a variety of careers related to drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-3.1.35
The learner will be able to
compare and contrast how ideas and emotions are expressed in theatre with how ideas and emotions are expressed in dance, music, and visual arts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements: Drama/Production/Performance |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-3.2.31
The learner will be able to
identify specific dramatic works viewed as belonging to particular styles, cultures, times, and places.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.25, 2.26) |
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Responding: AH-H-3.2.32
The learner will be able to
identify cultural, historical, and symbolic clues in dramatic texts which should be researched to assist in making artistic choices for informal (improvised) and formal (rehearsed) productions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.25, 2.26) |
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Responding: AH-H-3.2.33
The learner will be able to
compare how similar themes are treated in drama from various cultures and historical periods and discuss how theatre can reveal universal themes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24, 2.25, 2.26) |
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Responding: AH-H-3.2.34
The learner will be able to
analyze and discuss how an individual’s cultural experiences affect writing, creating, and performing in theatre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (2.22, 2.23, 2.26) |
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Responding: AH-H-3.2.35
The learner will be able to
analyze and classify dramatic works from various periods, styles, and cultures (See the Arts and Humanities Reference Chart), by considering clues such as style, setting, costume, movement, language, and stage directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24, 2.25, 2.26) |
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Responding: AH-H-4.1.31
The learner will be able to
describe works of art using appropriate terminology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Art Elements/Principles/Media/Processes |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (1.13, 2.23) |
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Responding: AH-H-4.1.32
The learner will be able to
respond to Art Elements: color and color theory: primary and secondary hues, values (tints and shades), intensity (brightness and dullness); color relationship: triadic, complementary, analogous.
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Art Elements/Principles/Media/Processes |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.1.33
The learner will be able to
respond to Principles of Design: Balance (symmetry/asymmetry), emphasis (focal pattern), pattern, repetition, contrast, variety, movement, rhythm, proportion, transition/gradation, and unity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Art Elements/Principles/Media/Processes |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.1.34
The learner will be able to
defend personal interpretations of works of art and architecture by using arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Art Elements/Principles/Media/Processes |
Evaluation |
Master |
3.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-4.1.35
The learner will be able to
identify skills and training necessary for a variety of careers in visual arts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Art Elements/Principles/Media/Processes |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (2.23, 2.24) |
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Responding: AH-H-4.2.31
The learner will be able to
know how media, art processes, subject matter, symbols, ideas, and themes communicate cultural and aesthetic values.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.13, 2.22, 2.25, 2.26) |
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Responding: AH-H-4.2.32
The learner will be able to
respond to Media: two-dimensional - paint (watercolor, tempera, oil, and acrylic), fabric, yarn, paper, ink, pastels (oil and chalk), fibers, photography, and computer design
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.2.33
The learner will be able to
respond to Media: three-dimensional - clay, wood (constructive), glass, metal, stone, and plaster.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.2.34
The learner will be able to
respond to Art processes: two-dimensional - drawing, painting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
|
Responding: AH-H-4.2.35
The learner will be able to
respond to Art processes: three-dimensional - textiles, ceramics, sculpture, architecture
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
|
Responding: AH-H-4.2.36
The learner will be able to
respond to Subject Matter: portrait, landscape, still-life, abstract, non-objective
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.0 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.2.37
The learner will be able to
analyze, compare, contrast, and interpret the cultural and historical context of artworks using visual arts terminology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Analysis |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.13, 2.22, 2.23, 2.24, 2.25, 2.26) |
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Responding: AH-H-4.2.38
The learner will be able to
identify, discuss and respond to Cultures, Periods, and Styles: All styles and periods on Arts and Humanities Reference Chart; general trends in Modern/Contemporary (American, European, Latin American).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 |
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Responding: AH-H-4.2.39
The learner will be able to
identify, discuss and respond to Purposes of Art: persuasive (advertising, marketing, propaganda); formalist (abstract, non-objective, arrangement of elements and principles as subject matter).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical/Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 |
|
Responding: AH-H-5.1.31
The learner will be able to
identify the elements of literature (plot and structure, character, setting, point of view, language and style, theme, irony, and symbol) in a work that contribute to the understanding of human experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Literature |
Knowledge |
Master |
1.0 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
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Responding: AH-H-5.1.32
The learner will be able to
analyze the features and purposes of literary genres (novels, short stories, plays, poetry, essays, biographies).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Literature |
Analysis |
Master |
2.5 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
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Responding: AH-H-5.1.33
The learner will be able to
interpret an author’s decisions regarding content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Literature |
Analysis |
Master |
2.0 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
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Responding: AH-H-5.1.34
The learner will be able to
interpret, critique, or evaluate fiction and nonfiction in various genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Elements of Literature |
Evaluation |
Master |
4.0 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
|
Responding: AH-H-5.2.31
The learner will be able to
explain how ideas, thoughts, feelings, and cultural traditions are reflected in literary works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical and Cultural Context |
Analysis |
Master |
2.5 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
|
Responding: AH-H-5.2.32
The learner will be able to
discuss how a literary work can cause change within cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical and Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25) |
|
Responding: AH-H-5.2.33
The learner will be able to
discuss universal themes among various literary movements, time periods, and cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical and Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25, 2.26) |
|
Responding: AH-H-5.2.34
The learner will be able to
discuss how literary works reflect specific literary movements and styles (Classical, Medieval, Renaissance, Romantic, Modern).
| Strand |
Bloom's |
Scope |
Hours |
Source |
| Historical and Cultural Context |
Comprehension |
Master |
1.5 |
KY: Core Content for Assessment, 1999 (1.2, 2.24, 2.25, 2.26) |
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