Standard(s):
[ARTS] MUS (3) 17 : 17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.
[ARTS] MUS (3) 18 : 18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.
Example: Sing music with expressive qualities and intent.
[ARTS] MUS (4) 17 : 17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.
[ARTS] MUS (4) 18 : 18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.
Example: Sing music with expressive qualities and summarize expressive intent.
[ARTS] MUS (5) 17 : 17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.
[ARTS] MUS (5) 18 : 18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.
Example: Sing music with expressive qualities and summarize expressive intent.
[ARTS] VISA (3) 14 : 14) Create works of art based on observations of surroundings.
[ARTS] VISA (4) 14 : 14) Create works of art that reflect community and/or cultural traditions.
Examples: Create a quilt in the style of the Gee's Bend Quilters.
[ARTS] VISA (5) 1 : 1) Combine ideas to develop an innovative approach to creating art.
