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FINE
ARTS

FINE ARTS

The lllinois Leaming Standards for Fine Arls were developed using the National
Standards for Arts Education, 1 985 State Goals for Fine Arts, various other national
and state resources, and local standards contributed by team members-

Throughouttime, the arts have been essential to human existence- \A/hen people
create in sounds, images, gestures and words, they discover ways to shape and
share theirthoughts and feelings with others. The arts enrich the quality ol lile.
A11 students deserve access to the arts through creation, performance and shJdy.
Young children 'respond to gestures and movement before they reacl to the
spoken word. They understand and explore sound before they leam to speakThey draw pictures before they form letters. They dance and act out stories
before they leam to read (Fowler, 1984). The fine arts-dance, drama, music,
and visual arts-are fundarnental ways of knowing and thinking. In addition to
their intrinsic vaiue, the arts contribute to children's development. Becent research
shows that study in music improves test scores in spatial temporal reasoning in
young children (Rauscher, 1997).
Works of art are some of the highest achievements of civilization. ln school,
students leamthe language of the arts and howto interpretvisual images, sounds,
movement and story. Because the arts are both universal and culturally specific,
they are a powerful means of increasing intemational and interculhrral awareness.
Through the arts, students gain a greater understanding of their own cultural
heritage, as well as a sense of the larger world communityThe lllinois Leaming Standards in the Fine Arts address the language of the fine
arts, sensory elements, organizational principles and expressive qualities and
how the arts are similar, different or related to each other. Students also leam
about production and performance in the arts and the role ol the arts in civilization.
When students study the arts they become informed audience members and
informed consumers of the popular culture including electronic media. The
standards in fine arts define a comprehensive arts education and reflect a
commitrnent to a quality education for every lllinois school child-

APPLICATIONS OF LEARNING

Through Applications of Learning, students demonstrate and deepen their


understanding of basic lmowledge and skills. These applied leaming skills

cross academic diseiplines and reintorce the important learning of the


disciptines. The ability to use these skitls will greatly influence students'
sucoess in school, in the workplace and in the community.

s0lvtf,B Pn0BuMs
Recognize alrd inres'tigate

pmblem$ formulate and proPose

sohtiom slpported by:eason and


eYidence.

Problem solving is integral to the arts-froviding students the opportunity to


innovate and seek original solutions to open-ended problems. Muttiple solutions
are construc'ted using various sensory modes, traditional and eleclronic media
and iools, and indMidual and group experiences- Strdents leam the relaiionships
between processes and end products; they leam to communicate ideas, themes
and meaning through solving problems in their art work-

GOTIIiIUilCANilG

Eryress and interprct


information and ideas.

The arts are forms of commun'lcation extending beyond reading, writing, listening
and speaking. Communicating in the fine arts means leaming to translate ideas
through dance, drama, music and visual arts. Students also participate in the

communi:ation process as receivers- observing, analyzing, evaluating, critiquing


and interacting.

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ustlf8 TEGHT0L0GY
appropriate insiruments,

Computers, synthesizers, film and video provide opportunities to create and record

electronis equipment, computerc


and nehrorks to access
inlormation, process ideas and
communicate results.

sound composition, animated images, montages and other works- These

Use

experiences can lead to careers in areas such as music, graphic arts, video and
film produclion, scene design and choreography. Technology (CD-ROM, slides,
film, video, laserdisk, on-line services) also can link the classroom with the work
of renowned artists and performers.

WORI(II{G OII TEAMS

tearn and conhibute


productirely as individuals
and as members of groups.

lndividual creativity and inspiration are at the hearl of the arts, but so are
collaboration and group dynamics. Teamwork acfuities include planning dramatic
scenes, developing choreography, creating group murals and performing music
in ensembles. These activities give students experience in communicating ideas,
considering the ideas of others and reaching consensus.

MAKlltG C0illtEcTtolts

Recognize and apply connections


of imporlanl information and ideas
within and among learning areas.

Through the arts, students observe how dance, drama, music and visual art reflec1

history society and everyday life- They see links between the individual and
society in the creation and understanding of works of art. The arts relate to and
reinforce other learning areas-lor example, dance and the language arts (action
relating to words and poetry), drama and social science (theatre conveying history
and culture), music and mathematics (note duration expressed in fractions), and
visual arts and science (color influencing the thermodynamics).

Adopted

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STATE GOAL

As a result of their schooling students will

25: Know the language of the arts,

fu able to:

25.4.1a 0ance: ldentify the elemenls of

25.t\2. Danca: ldentily and

personal and shared space, direction in space,


quick and slow speed, firm and fine force; the

elemenb of patwrys, bvel,foes, range inspace,


susbined and percussive qualilies of speed; he

principles of AB choreographic form and


sequence; and the expressive qualilies ol mood

principles of ABA and round choreographic


fom, contast and repetition; and he expressive

and emolion.

gualities of mood and emotion.

25.A.1b Drama: Understand the elemenb of

2S.A.2b Dnma: Undersbnd the elemenb of

acling, bcomotor and nonlocomotor morement,


vocal and nonvocal sound, story making; the
principhs of plot, charac{er, sefling, problem/
resolution and message; and the expressive
chancteristics of simple emotions.

acting, scripting, speaking, improvising,

25.A.1c ltlusic ldentify diflerences in elemenb

low pitctr/direction; long and short duralion;

25.A.2c Music: ldentity elements and expressive qualilies such as tone color, harmony,
melody, form (rondo, theme and variation),
rhythm/meter and dynamics in a variety ol

same and different form. tone color or timbre,

musicalstyles.

and expressive qualities (e.9., between last and


slow tempo; loud and sofl dynamics: high and

and beat).

25.41d Visual Arts: ldentily the elements of


line, shape, space, color and texture; the
principles of repelition and pattern; and the

describe the

physical movement, gesture, and picturizafion


(shape, line, and level); the principles ofconflicU

resolution and theme; and the expressive


characteristics ol mood and dynamics.

25.4.2n Visual Arb: ldentily and describe the


elements ol 2- and 3-dimensional space, figure

ground, value and form; the principles of

and

rhythm, size, proportion and composition; and


the expressive qualities ol symbol and story.

ldentify similarities in and among the


arts (e.9., pattem, sequence and mood).

25.8.2 Understand how elements and principles combine within an art form to express

expressive qualities

ol mood, emolion

pictorial representation.

25.8.1

ideas.

llote:

Examples are designated by "e.g-" and enclosed in parentheses- They are meantto guide tre teacher as to the genenl intent of the standards and

benchmarts, not to identity dl possible items.

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STATE GOAL 27: Understand


civilizations, past and present,

As a resuft of their

*hooling

students will be ahle to:

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.lule

ldentifr the distinclive roles of

arM

27.LZa ldentif and describe the nhtionship


between the arb and various emironmenls
(e.9., home, school workplace, theate, galhry).

and audiences.

n-A.7b ldentify how the arts conldbute to


communication, celebralions, occupations and

27.4.2b Describe how the arts function in

recrealion.

commercialapplicalions (e.9., mass media and


produci design)-

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movemenl convsy stories about people, places


and limes.

llole

Examples are designaled by "e.9." and enclosed in parentheses. They


benchmarks, not to idenliry all possible items.

84 - mopuil Tns9l

the role of the arts in

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communicate the similarities and differences :


among various peoph, placrs and times.

an meant to guide the teacher

as to the general intent of the standards and

WHY THIS GOAI


IS IMPORTAIIT:

Students acquire skills to produce and perform dance, drama, music and visual
art. They leam to use media, tools and technologies. They leam to shape ideas
and emotions into sounds, images and actions. As students create and perform
their own artworks and review the works of others, they becorne more imaginaWe,
strengthen their problem-solving skills and leam lo respond to the creativity of

others. Creating and performing are at the core of the fine arts. Studenls also
leam about the role of the artist (e.9., dancer, painter, actor, director, scriptwriter,
musician).

'16.4.3a []aftce" L]escribe how body actions,


typer *X acr:ernrpanjrienl, lighting, costuming
and proees:;es ie.0., reordering and refining)
influen*e

tf:i

6'xpr4s5sys qualities of dance.

llr*riro Dcscribe the use of the


primary tools (body, mind and voice) and the
support i0ols {costurnes, scenery props, lights,
rnake-up, :rn,.t;'r{\ tci convey an idea through
actinq. piawv:r',lrrq and designing a drama or
26"4.3b

theatte;1tii'j'.'r:,

26"4"3s Musr*. Describe lhe orocesses involved


in compcslni; ,,:rrndilcting and performing.
26"4-3d fulusu Flladand interorettraditional
music !'toleti:,,' i!l t: varied reoertoire.

26.4.3e lrisuai Arls: Oescribe howthe choices

"
:

26-A.4a Dance: Analyze how resources,


lechnologies and processes are combined to
express meaning in dance and evaluab expressive

Common forall tourarls: Analyzeand


evaluale how the choice ol media, tools,
lechnologies and processes support and

content, stylistic differences and aspects of

influence the communication of ideas.

production.

26-4.4b Drama: Understand how the primary


tools, support tools and creative processes
(researching, auditioning, designing, directing,
rehearsing, relining, presenting) interact and
shape drama, theatre and film production.

26.A.4c Music: Analyzeways in which musical


sounds are produced and how they are used in
composing, conducting and performing.

26.A.4d Music: Demonstrate the ability to read


a vocal 0r instrumenlal part-

written notation lor

of toolsAeclinriogies and processes are used to


g1g3lg 5Begiir:; ':'ilects rn the arts"

26.A.4e Visual Arb: Analyze and evaluale how


loolsAechnologies and processes combine to
convey meaning.

26,8.3a ;Ja*e rl. .tt*monstrale body alignmenl


movemeilr, f, .:i r l":{:;tteri awareness of accent,
meter' anij l.:'.'l!i,nu; and step patterns trom

26.8.4a Oance: Create and perform

diflerent dJric;; ;;ivles andforms.

solving related to specific Auidelines.

26.8"3b {?rarrral iiernonstrate storytelling,

26.8.4b Drama: Create and perform an


ensemble drama or theatre scene using

lmpr0rrltln ft ;iiiii iilemorizing SCripted malerial


supported b1 ;rupie auml and visualeftects and
per5Onai har:r.;liuund knowledge needed t0
create anci peiturm rn dramaltheahe.

26"8.3e Flu:;rs; $rnQ or play with expression


and acr:irttir;1' x ;3irety of music representing
diverss ritttirri::. and styles,

26.8.3d Visua! Arts: Demonstrate knowledge


and skiilr.r ?{i r-irntF 1}- and 3-dimensionalwo*s

ad\ ir,

;r

film, animation, video) that


are realisti. ails'nact. lunctional and decorative.
and tirrie

?6.4-5

a composition communicating clear and focused ideas


based on phnning, research and complex problem

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ZO.S.S Common for all four arls:

Create and

perlorm a complex work o{ art using a variety ol


techniques, technologies and resources and
independent decision making.

research, collaboration, characterization and


siaging in combination with aural and visual
technologies (e.9., video, lights, sets, costumes,
make-up, sound, props).

26.8.4c Music: Greate and perform music of

challenging complexity and length with


expression.

26.8.4d Visual Arts: Demonstrate knowledge


and skills that communicale clear and focused
ideas based on planning, research and problem
solving.

Adopted

7ns9l -83

WHY THIS GOAL


IS IMPORTAIIT:

Through observation, discussion, interpretation and analysis, students leam the


"language" of the arts. They leam to understand how others erpress ideas in dance,
drama, music and visual art forms. ln addilion to acquiring knowledge essential to
performance and production, students become arts consumers (e.g., attending live
performances ormovies, purchasing paintings or jewelry orvisiting museums) who
understand the basic elements and principles underlying arlworks and are able to
critique lhem.

25.4.3a Dancg: Describe how elements are


combined and confasbd; identitybe principbs
of transition, variety and balance; and the

25.4.4

expressive qualilies of movemenl

music and visual arts.

professional works for how aesthetic qualities


are used lo convey intent, expressive ideas and/
or meaning.

25.8.4

25.8.5

Analyze and eraluatethe efleclive use


of elemenb, principles and expressive gualities
in a composilion/performance

in dance, drama,

25.A-5 Analyze and evaluate student and

25,4.3b Dnma: Undenbnd howthe elemenb


ol acting, directing, playwriling and designing
combine with the principles of tension, rhylhm,
pattern, unity, balance, repetition and idea to
communicale.

25.4-3c Music: ldenlify and describe changes


in elemenls and expressive qualities (e.9.,
crescendo, ritardando. fermala. meter.
sfonando).

25.4.3d Visual Art: ldentily and describe the


elements of value, perspective and color
schemes; the principles ol contrast, emphasis
and unity; and the expressive qualities of
thematic development and sequence.

25.4.30 VisualArb: Analpe howthe elemenb


and principles can be organized to coovey
meaning through a variety of media and
technology.

25.8.3

Compare and Contrast

he

elements

and principles in two or more arl works that


share similar themes.

Analyze and evaluate similar and


distinctive characteristics ol works in two or
more of lhe arts lhat share the same historical

Undersland how different art forms

combine to create an interdisciplinary wo* (e-9.,


musical theatre, opera or cinematoSraphy)"

period or societal contexl

Adopted

7n5M -81

26: Thtough crcating and performing' understand


how works of art are produced.

STATE GOAL

As a result of their schooling students will be able to:

Understand that the body is

26-\.2a Dance: Describe processes (e.9,,

tbe primary tool of dance and identify secondary

conditioning, practicing) used b prepare &e body


as a tool of dance and how visual aids, stories,
poelry, props, music and lechnology are used
lor performance of dance.

26.Ala Dance:

lools (e.9., pictures, visual aids, words, pmps


and recordings).

26.A.1b Dnma: Understand the tools of body,

the processes of planning, practicing and

26.A.zb Drama: Describe various ways the


body, mind and voice are used with acting,

collaborating used lo create or perlorm drama/

scripting and staging processes to create or

theatre.

perform dramaltheatre.

mind, voice and simple visuaUaural media and

26-A.1

c Music ldentily a variety

of sounds and

sound sources (e.9., instruments, voices and


environmental sounds).

26.A.1d Music: Relate symbol systems (e.9.,


icons, syllables, numbers and letters) to musical
sounds.

26-A.'le Visual Arb: ldentify media and tools


and how to use them in a sale and rcsponsible
mannerwhen painting, drawrng and constructing-

25-A-2c

Music: Classity musical

sound

sources into groups (e.9., instrumental families,


vocal raoges, solo/ensembles).

26-A-?n ilusiq Read and interpret the lraditional music notation of nole values and lelter
names.
?6 -LZe Visual Arls Describe the relalhnships
among media, looMechnologry and processes,

26.4.2t Visual Arts: Understand the artistic


processes ol printmaking, weaving, photognphyand sculpture.

26.8.1a Dance: Perlorm basic locomotor. nonlocomotor rp\rements and tradlbnal dance
and create simple dance sequences.

fonm

26-B-1b Dnma: Demonsffie individual shlls


(e.9., vocalizing, listening, moving, observing,
crncenffiing) and group skills (e.9,, decbion
makiq, planning, pnclicing, spacing) necessary

lo

create or perlorm slory elements and

characbriations

choreographic form-

26.B.2bDrama: Demonstrate actions,


charaeters, narrative skills, collaboration,
environmerds, simple sbging and sequence ot
evenb ardshJdiors h solo andersemble dwras.

26.B.2c Music: Sing or play acoustic or

26-8.1c lllusic: Sing or play on classrotim

electronic instruments demonstraling technical

instruments a variety ol music representing

skill.

diverse culfures and slyles-

26.8.1d Visual Arts: Demonstrate knowledge


and skills to create visual works of art using
manipulafrcn, eye-hand coordination, building
and imagination.

llot*

26.B.2a Dance: Demonstrate control. coordination, balance, elevation and accuracy in


rhythmic response and awareness of

26-B-2d Visual Arls: Demonstrale knowledge


and skills to create works of visual art using

problem solving, observing, designing,


sketching and constructing.

Examples are designated by "e.9." and enclosed in parenlheses. They are meant lo guide the teacher as to
benchmarks, not to identify all possible items.

82 - mopnd

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general inlent ol the sbndards and

The arts are a record of civilizations, past and present. Artists are influenced

WHY THIS GOAL


IS IMPORTAIIT:

| 27-A.ga tdentifuanddescribecareersandiobs i
- in and among the arts and how they contribute .
' to the world ol work'
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I zz-l.gb Compare and contrast how the ans I
- Junction in ceremony, technology, politics, .
I communication and enlertainment- :
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27 .B-3 Know and describe how artisb and their


works shape cuhure and increase understanding
ofsocieties, pastand

present-

by-

and influence-the times and places in which they live and work. As students
learn through the arts about people and civilizations, they leam about others and
themselves. Also, sludents leam aboutcareers related to this goal (e.9., animator,
curator, art historian, sound technician).

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27.A.la Evaluatehowconsumerlrendsinthe
arts affect the types and styles of art products.

Anarvze how the arts are used to


intorm and persuade through traditional and
contemporaryartforms.

zt,l.an

.8-4a Analyze and classrfy the distinguishing


characteristics of hislorical and coniemporary
art works by style, period and culture.
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27.4.5

Analyze how careers in the arts are


expanding based on new technologies and
societal changes.

27.8.5

Analyze how the arts shape and reflecl


ideas, issues orthemes in a particular culture
or historical oeriod.

chanse in

Adopted 7ns97

-85