4103 = Theatre I

(a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts I (one credit), Technical Theatre I (one credit), Theatre Production I (one-half to one credit). Theatre Arts I is a prerequisite for all theatre courses.

 

(b)  Introduction.

(1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.

 

(2)  Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.

 

4113, 4123, 4133= Theatre II, III, IV

(1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.

(2)  Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.

 

(c)  Knowledge and skills.

 

(1)  Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:

(A)  practice warm-up techniques;

(B)  employ stage movement and pantomime consistently;

(C)  demonstrate effective voice and diction;

(D)  analyze dramatic structure and genre;

(E)  identify examples of theatrical conventions in theatre, film, television, and electronic media; and

(F)  relate the interdependence of all theatrical elements.

 

(2)  Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:

(A)  demonstrate safe use of the voice and body;

(B)  analyze characters from various genres and media, describing physical, intellectual, emotional, and social dimensions;

(C)  create and sustain believable characters; and

(D)  improvise and write dialogue that reveals character motivation in short vignettes.

 

(3)  Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

(A)  construct and operate the technical elements of theatre safely and effectively;

(B)  examine cultural, social, and political aspects of a script to depict appropriately technical elements;

(C)  consider script selection, casting, and directing skills;

(D)  define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience;

(E)  compare the roles of actor, ensemble, and director in production decision making and produce theatre with a unified production concept and style for public performance; and

(F)  select one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.

 

(4)  Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:

(A)  analyze historical and cultural influences on theatre; and

(B)  define the influence of American society on live theatre and film.

 

(5)  Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A)  judge and apply appropriate audience behavior at various types of performances;

(B)  evaluate emotional responses to and personal preferences for dramatic performances, using appropriate theatre vocabulary, and apply the concepts of evaluation (intent, structure, effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with precise and specific observations;

(C)  identify the treatment of theme, character, setting, and action in theatre, musical theatre, dance, art, and music and integrate more than one art form in informal presentations; and

(D)  select career and avocational opportunities in theatre and film and explore the training, skills, self-discipline, and artistic discipline needed to pursue them.

 

Source: The provisions of this §117.65 adopted to be effective September 1, 1998, 22 TexReg 4943.

 

4003= Art I

(a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing the following art course: Art I (one credit).

(b)  Introduction.

 

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  illustrate ideas for artworks from direct observation, experiences, and imagination; and

(B)  compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

 

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  create visual solutions by elaborating on direct observation, experiences, and imagination;

(B)  create designs for practical applications; and

(C)  demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.

 

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  compare and contrast historical and contemporary styles, identifying general themes and trends;

(B)  describe general characteristics in artworks from a variety of cultures; and

(C)  compare and contrast career and avocational opportunities in art.

 

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A)  interpret, evaluate, and justify artistic decisions in personal artworks; and

(B)  select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

 

4013= Art II

a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Electronic Media II (one credit per course). The prerequisite for each Level II art course is one credit of Art I.

(b)  Introduction.

 

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  interpret visual parallels between the structures of natural and human-made environments; and

(B)  compare suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary.

 

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  formulate multiple solutions to expand personal themes that demonstrate intent;

(B)  apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers; and

(C)  select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and electronic media-generated art.

 

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  study a selected historical period or style of art;

(B)  analyze specific characteristics of artworks in various cultures; and

(C)  select and research career and avocational choices in art.

 

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A)  select and critique artworks in progress, making decisions about future directions in personal work; and

(B)  select and critique original artworks, portfolios, and exhibitions by peers or others.

 

4023= Art III

(a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following art courses: Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture III, Jewelry III, Photography III, Art History III, Graphic Design III, Electronic Media III, the College Board Advanced Placement (AP) Drawing Portfolio, AP Two-Dimensional Design Portfolio, AP Three-Dimensional Design Portfolio, AP History of Art, International Baccalaureate (IB) Art/Design SL Option A, IB Art/Design SL Option B, IB Art/Design HL (one credit per course). The prerequisite for Art History III, Graphic Design III, AP Two-Dimensional Design Portfolio, AP Three-Dimensional Design Portfolio, AP History of Art, IB Art/Design SL Option A, IB Art/Design SL Option B, and IB Art/Design HL is one credit of any Art II course. The prerequisite for all other Level III art courses is one credit of Art II in the corresponding discipline.

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  analyze visual characteristics of natural and human-made subjects in a variety of ways, illustrating flexibility in solving problems, creating multiple solutions, and thinking imaginatively; and

(B)  analyze visual qualities to express the meaning of images and symbols, using precise art vocabulary.

 

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  solve visual problems by planning and attempting a variety of solutions;

(B)  solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and

(C)  select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry, photography/filmmaking, and electronic media-generated art.

 

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  study a selected period, style, or movement in art;

(B)  trace influences of various cultures on contemporary artworks; and

(C)  analyze a selected career opportunity in art, identifying the training, skills, and plan of action necessary for realizing such a goal.

 

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A)  select artworks for a personal portfolio based on evaluation of developmental progress, competency in problem-solving, and a variety of visual ideas; and

(B)  analyze original artworks, portfolios, and exhibitions to form conclusions about formal qualities, historical and cultural contexts, intents, and meanings and to show innovation and provide examples of in-depth exploration of one or more themes.

 

4023= Music I, II, III, IV

(a)  General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following music courses: Band I, Choir I, Orchestra I, Jazz Band I, Instrumental Ensemble I, Vocal Ensemble I, Music History I, Music Theory I, Applied Music I (one credit per course).

(b)  Introduction.

 

(1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.

 

(2)  By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(1)  Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A)  identify melodic and harmonic parts when listening to and/or performing music;

(B)  define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology; and

(C)  compare and contrast elements of music through literature selected for performance and/or listening.

 

(2)  Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to:

(A)  demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature;

(B)  perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and

(C)  exhibit and explain appropriate small- and large-ensemble performance techniques for formal and informal concerts.

 

(3)  Creative expression/performance. The student reads and writes music notation. The student is expected to:

(A)  sight-read ensemble parts;

(B)  read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

(C)  interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.

 

(4)  Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

(A)  create a variety of musical phrases; and

(B)  arrange a variety of musical phrases.

 

(5)  Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

(A)  listen to and classify music by style and/or by historical period;

(B)  identify and describe the uses of music in society and culture;

(C)  identify music-related vocations and avocations within the community; and

(D)  define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music.

 

(6)  Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A)  design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

(B)  evaluate musical performances by comparing them to exemplary models; and

(C)  practice informed concert behavior during live performances in a variety of settings.

 

Source: The provisions of this §117.60 adopted to be effective September 1, 1998, 22 TexReg 4943.

Nondiscrimination Statement: It is the policy of Edinburg CISD not to discriminate on the basis of sex, age, handicap, religion, race, color, or national origin in its educational programs.

Declaración de antidiscriminación: Es póliza del Distrito Escolar de Edinburg el no discriminar por razones con base en sexo, edad, religión, raza, color, nacionalidad, ni discapacidad dentro de sus programas educacionales.