MAINE LEARNING RESULTS
Chapter 132 - Performing Arts Section (for middle school)
PERFORMING ARTS
The performing arts are an essential part of every child’s education. Engagement in the performing arts deepens students’ overall knowledge and skills, as well as their social and emotional development. Research shows that students involved in the performing arts are more successful in school, more involved in their communities, and perform better on standardized tests.
The National Standards for Arts Education includes separate standards for dance, music, theatre, and visual arts. In 1997, the National Assessment of Educational Progress (NAEP) Arts assessment was developed with separate assessments in these disciplines. These four visual and performing arts disciplines are uniquely different from each other in literacy as well as creation and performance. Standards A and B of the Visual and Performing Arts Standards of the Maine Learning Results each include four separate strands (dance, music, theatre, and visual arts). In contrast, standards C, D, and E are representative of skills and knowledge in all four disciplines of the visual and performing arts. This format best represents both the unique and common aspects of the visual and performing arts. The decision about the breadth of the programming in the visual and performing arts resides with the School Administrative Units (SAU).
These Performing Arts Standards outline a comprehensive pathway to enable every high school graduate to exhibit proficiency in one or more of the performing arts disciplines. The key to success is local commitment to the performing arts. Staffing, scheduling, and resources vary from SAU to SAU. Research supports the implementation of a comprehensive performing arts education curriculum to meet the learning needs of all students. Connecting the performing arts with other content areas of the curriculum improves teaching and learning.
This document guides SAUs in developing comprehensive and sequential standards-based performing arts curricula for student learning. The use of these standards may assist in the improvement of instruction generally, and impact student learning, not only in the performing arts but in other content areas, as well.
A. Disciplinary Literacy – Theatre: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A1 Terminology Performance Indicators & Descriptors
Students identify and explain theatre terms and concepts including stage business, ad-libbing, conflict, action/reaction, focus, and stage directions. Students identify and define the parts of the stage, and identify and describe the crisis, resolution, and theme of the play.
A2 Production Performance Indicators & Descriptors
Students describe and participate in a performance from pre-show through strike.
a. Identify and explain the roles of production staff. Students fulfill at least one technical role from pre-showthrough strike.
b. Design and select props,costumes and stage pieces, and use them appropriately and safely.
c. Build scenic elements or props to fit production design.
d. Experiment with lighting, sound, and costume in scene development.
e. Direct or stage-manage a scene.
f. Describe basic technical needs for a theatre production, including lights, sound, props, makeup, and costumes.
B. Creation, Performance, and Expression – Theatre: Students create, perform and express through the art discipline.
B1 Movement Performance Indicators & Descriptors Students apply gesture, movement, and stage business in the portrayal of a role.
B2 Character Performance Indicators & Descriptors Students demonstrate development of a character’s attitude and point of view by adjusting voice timing and tone/level and using non-verbal techniques.
B3 Improvisation Performance Indicators & Descriptors Students improvise through theatre games by using blocking, relationships, props, and movement.
C. Creative Problem Solving: Students approach artistic problem-solving using multiple solutions and the creative process.
C1 Application of Creative Process Performance Indicators & Descriptors Students describe and apply creative-thinking skills that are part of the creative problem-solving process.
a. Fluency
b. Flexibility
c. Elaboration
d. Originality
e. Analysis
D. Aesthetics and Criticism: Students describe analyze, interpret, and evaluate theatre.
D1 Aesthetics and Criticism Performance Indicators & Descriptors Students compare and analyze art forms.
a. Compare and analyze art forms by applying grade span appropriate concepts, vocabulary, skills, and processes as referenced in Standard A: Disciplinary Literacy.
b. Compare the quality and effectiveness of art works using multiple criteria from observations, print and/or non-print resources.
c. Compare the effectiveness of selected media, techniques, and processes in communicating ideas.
d. Explain and compare different purposes of artists and art work in the context of time and place.
E. Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
E1 The Arts and History and World Cultures Performance Indicators & Descriptors Students compare products of the performing arts to understand history and/or world cultures.
E2 The Arts and Other Disciplines Performance Indicators & Descriptors Students explain skills and concepts that are similar across disciplines.
E3 Goal-Setting Performance Indicators & Descriptors Students set goals related to time management, interpersonal interactions, or skill development that will lead to success in the arts. Students make short-term and long-term goals based on rigorous criteria and related to time management, interpersonal interactions, or skill development that will lead to success in the arts.
E4 Impact of the Arts on Lifestyle and Career Performance Indicators & Descriptors Students explain the impact of artistic and career choices on self, others, and the natural and man-made environment. Students explain how their knowledge of the arts relates to school-to-school and school-to-work transitions and other career and life decisions including the recognition that the arts are a means of renewal and recreation.
E5 Interpersonal Skills Performance Indicators & Descriptors Students demonstrate positive interpersonal skills and analyze how interpersonal skills affect participation in the arts.
a. Getting along with others
b. Respecting differences
c. Working as a team/ensemble
d. Managing conflict
e. Accepting/giving/using constructive feedback
f. Accepting responsibility for personal behavior
g. Demonstrating ethical behavior
h. Following established rules/etiquette for Students demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts.
i. Demonstrating safe behavior observing/listening to art
