Grade 3 Fine Arts Idaho Standards

ASL LEVEL 1

Communication

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;

demonstrate an understanding of basic ASL such as simple stories, everyday commands, exchange of information via basic questions and answers, and brief instructions when dealing with familiar topics;

demonstrate comprehension and convey information in ASL by single signs, concepts, classifiers, phrases, and sentences to others without voice;

demonstrate comprehension and convey information in ASL by number signs, alphabet, and single fingerspelled words to others without voice;

demonstrate and use present tense verbs, directional verbs, and personal and possessive pronouns;

demonstrate appropriate usage of ASL and changes in parameters of sign in phonology, morphology, syntax, semantics, and pragmatics;

demonstrate an understanding of the variant classifiers in primary language:

DCL- Descriptive CL (describe an object or person)

LCL- Locative CL (representing an object in a specific place)

SCL- Semantic CL (representing a category of nouns such as vehicle or a person)

BCL- Body CL (body enacts the verb of a sentence, constructed action dialog is usually required)

ICL- Instrument CL (hands usually manipulate an object)

BPCL- Bodypart CL (representing specific parts of the body doing the action)

PCL- Plural CL (many people, many cards, many houses, etc).

Cultures

recognize Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;

show evidence of understanding that ASL literature impacts American Deaf culture;

show evidence of understanding of the contributions by the Deaf and how they are applied to the perspectives of American Deaf culture such as historical, geographical, political, artistic, and scientific avenues;

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections

use resources and digital technology to gain access to information about ASL and Deaf culture;

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture;

demonstrate an understanding of how one language and culture can influence another.

Communities

apply ASL in or out of the school setting through involvement in cultural activities such as attending Deaf events;

be aware of methods of technology to communicate with the Deaf/ASL community;

show evidence of becoming a lifelong learner by using ASL for personal enrichment and/or career development.

ASL LEVEL 2

Communication

engage in various ASL exchanges of learned material to socialize and provide and obtain information either structured or spontaneous;

demonstrate an understanding of ASL such as stories, everyday commands, exchange of information via questions and answers, and instructions when dealing with familiar topics;

understand and convey information in ASL by demonstrating comprehension of single signs, concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL number signs and fingerspelling in context;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics while discriminating between the parameters of ASL;

demonstrate and use verbs and pronouns in context;

create and express the various forms of ASL literature understanding the variant classifiers in primary language:

DCL- Descriptive CL (describe an object or person)

LCL- Locative CL (representing an object in a specific place)

SCL- Semantic CL (representing a category of nouns such as vehicle or a person)

BCL- Body CL (body enacts the verb of a sentence, constructed action dialog is usually required)

ICL- Instrument CL (hands usually manipulate an object)

BPCL- Bodypart CL (representing specific parts of the body doing the action)

PCL- Plural CL (many people, many cards, many houses, etc)

Cultures

recognize and use Deaf cultural norms to demonstrate, in writing or ASL, an understanding of the perspectives of American Deaf culture;

show evidence of understanding of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture;

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections

use resources and digital technology to gain access to information about ASL and Deaf culture;

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture;

demonstrate an understanding of how one language and culture can influence another.

Communities

apply ASL in or out of the school setting through involvement in cultural activities such as attending Deaf events;

use technology to communicate with the Deaf/ASL community;

show evidence of becoming a lifelong learner by using ASL personal enrichment and career development.

ASL LEVEL 3

Communication

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information

demonstrate an understanding of ASL such as stories, commands, and instructions when dealing with familiar and less familiar topics;

convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics;

create and express ASL literature, including handshape stories, that follows traditional cultural features.

Cultures

apply ASL to recognize and use Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;

apply ASL to show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

apply ASL to show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture;

demonstrate an in-depth understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections

use resources and digital technology to gain access to in-depth information about ASL and Deaf culture;

use resources and digital technology to gain access to in-depth information about ASL and Deaf culture;

apply ASL at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.

apply ASL at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons

Communities

apply ASL in or out of the school setting through involvement in cultural activities such as attending Deaf events;

use technology to communicate with the Deaf/ASL community;

show evidence of becoming a lifelong learner by using ASL for personal enrichment and career development.

ASL LEVEL 4

Communication

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information.

demonstrate an understanding of ASL such as stories, commands, and instructions when dealing with familiar and unfamiliar topics;

convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics;

create and express ASL literature, including handshape stories, that follows traditional cultural features.

Cultures

apply ASL to recognize and use Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;

apply ASL to show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

apply ASL to show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture;

demonstrate an in-depth understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections

use resources and digital technology to gain access to extensive information on ASL and Deaf culture;

apply ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons

apply to demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

apply ASL to demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture;

apply ASL to demonstrate an understanding of how one language and culture can influence another.

apply ASL in or out of the school setting through involvement in cultural activities such as attending Deaf events;

use technology to communicate with the Deaf/ASL community;

show evidence of becoming a lifelong learner by using ASL for personal enrichment and career development.

Communities

CLASSICAL LANGUAGES LEVEL 1

Interpersonal Communication: Speaking and Writing

ask and respond to questions, such as yes/no questions, either/or questions, or who/what/where/when questions, in spoken or written conversation in classroom contexts;

articulate memorized requests, greetings, and introductions in spoken or written conversation.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally relevant print, digital, audio, or audiovisual materials in classroom contexts;

identify key words and details from fiction or nonfiction texts or audio or audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or audiovisual materials;

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

express a simple opinion or preference orally or in writing;

describe people, objects, or simple situations orally or in writing using a mixture of words, phrases, or simple sentences.

CLASSICAL LANGUAGES LEVEL 2

Interpersonal Communication: Speaking and Writing

ask and respond to questions with simple elaboration in spoken or written conversation;

express and exchange personal opinions or preferences in spoken or written conversation using simple constructions such as impersonal verbs;

ask and tell others what they need to, should, or must do in spoken or written conversation using appropriate constructions such as the imperative mood impersonal verbs.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials;

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

express and support an opinion or preference orally or in writing

describe people, objects, or situations orally or in writing with essential details.

CLASSICAL LANGUAGES LEVEL 3

Interpersonal Communication: Speaking and Writing

ask and respond to questions with simple elaboration in spoken or written conversation;

express and exchange personal opinions or preferences in spoken or written conversation using simple constructions such as impersonal verbs;

ask and tell others what they need to, should, or must do in spoken or written conversation using appropriate constructions such as the imperative mood, impersonal verbs, or the subjunctive mood.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;

paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

analyze authentic literature with respect to stylistic topics such as elements of genre, literary devices, audience, or metrics;

infer meaning of unfamiliar words or phrases in contextualized texts, audio, or audiovisual materials

compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

cite the justification for an opinion or preference orally or in writing using textual evidence;

read prose or poetry aloud with attention to features of declamation such as metrical structure, meaningful phrase grouping, and appropriate voice inflection.

CLASSICAL LANGUAGES LEVEL 4

Interpersonal Communication: Speaking and Writing

ask and respond to questions with simple elaboration in spoken or written conversation;

express and exchange personal opinions or preferences, in spoken or written conversation, using constructions such as impersonal verbs;

ask and tell others what they need to, should, and must do in spoken or written conversation using constructions such as the imperative mood, impersonal verbs, or the subjunctive mood.

Interpretive Communication: Reading and Listening

analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;

paraphrase and analyze the main idea, theme, and supporting details from fiction or nonfiction texts, prepared or unprepared, or from audio or audiovisual materials;

analyze authentic literature in depth with respect to topics such as elements of genre, literary devices, audience, or metrics;

infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials;

compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

cite the justification for an opinion or an argument orally or in writing utilizing textual evidence

read prose or poetry aloud with attention to features such as metrical structure, meaningful phrase grouping, and appropriate voice inflection.

CLASSICAL LANGUAGES LEVEL 5

Interpersonal Communication: Speaking and Writing

engage in simple exchanges with generally consistent use of syntax in any time frame and respond appropriately to questions, statements, commands, or other stimuli such as pictures, gestures, or the surrounding environment;

produce written exchanges provide information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpretive Communication: Reading and Listening

analyze information from a variety of prepared or unprepared authentic texts in various literary genres and relevant print, electronic, audio, or audiovisual resources that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and analyze cultural practices and perspectives from authentic texts or relevant print, electronic, audio, or audiovisual resources;

analyze authentic literature in depth with respect to stylistic topics such as elements of genre, literary devices, audience, or metrics.

Presentational Communication: Speaking and Writing

cite the justification for an opinion or an argument orally or in writing using textual evidence to explain, express opinions, describe, or narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

read prose or poetry aloud with attention to features of declamation such as metrical structure, meaningful phrase grouping, and appropriate voice inflection and gestures.

DEVELOP AND CREATE ARTISTIC IDEAS AND WORK.

DEVELOP AND REFINE ARTISTIC TECHNIQUES.

Create rhythmic and/or melodic ideas.

Create rhythmic and/or melodic ideas using standard or iconic notation and/or recording technology.

Improvise rhythmic and/or melodic ideas.

Apply teacher provided and collaborative feedback to refine original musical ideas.

Demonstrate knowledge of elements of music.

Read and perform rhythmic and melodic patterns using iconic or standard notation.

Perform artistically a final version of original musical ideas to peers or an informal audience.

Demonstrate expressive qualities that support the creators’ intent.

Evaluate music and describe expressive preferences for specific purposes.

Demonstrate audience decorum and etiquette appropriate for the context and venue.

Describe music from different historical periods and/or cultural contexts using musical language.

Describe relationships between music, the other arts, disciplines, and daily life.

PERFORM AND/OR PRESENT ARTISTIC WORK.

RESPOND TO ARTISTIC WORK.

Create rhythmic, melodic, and harmonic ideas.

Create rhythmic, melodic, and harmonic musical ideas using standard or iconic notation and/or audio/video technology.

Improvise rhythmic, melodic, and harmonic ideas.

Apply teacher-provided and collaborative feedback to justify the refinement of original musical ideas.

Demonstrate knowledge of elements of music.

Read and perform rhythmic and melodic patterns using iconic or standard notation.

Perform artistically a final version of original musical ideas to peers or an informal audience.

Demonstrate expressive qualities and make informed interpretive decisions that support the creator’s intent.

Evaluate musical works and/or performances, with established criteria, citing evidence from the elements of music.

Demonstrate audience etiquette and decorum appropriate for the context, venue, genre, and style.

Describe and compare music from different historical periods and/or cultural contexts using the elements of music.

Describe relationships between music, the other arts, disciplines, and daily life.

RELATE ARTISTIC IDEAS AND WORKS WITH SOCIETAL, CULTURAL, AND/OR HISTORICAL CONTEXTS TO DEEPEN COMPREHENSION.

Create rhythmic, melodic, and harmonic phrases and accompaniments within various forms/structures.

Create musical ideas for arrangements and compositions using standard or iconic notation and/or audio/video technology.

Apply appropriate criteria to self-evaluate and refine your original work.

Compare and contrast the elements of music.

Sightread rhythmic, melodic, and/or harmonic notation

Perform artistically a final version of original musical ideas to peers or an informal audience.

Demonstrate expressive qualities in contrasting pieces and make informed interpretive decisions that support the creator’s intent.

Evaluate musical works and/or performances with personally developed criteria citing evidence from the elements of music.

Demonstrate decorum and audience etiquette appropriate for venue, purpose, context, and style.

Identify, compare, and contrast the context of music from a variety of genres, cultures, and historical periods.

Explain how relationships between music, other arts, and disciplines result in different musical/artistic effects.

Create ideas using musical opposites, rhythmic, and/or melodic concepts.

Create musical ideas using iconic or standard notation and/or recording technology.

Apply feedback in refining original musical ideas.

Explore and demonstrate musical contrasts.

Read and perform rhythmic patterns using iconic or standard notation.

Perform a final version of original musical ideas to peers or an informal audience.

Demonstrate expressive qualities that support the creators’ intent.

Listen to music and describe expressive preferences.

Demonstrate audience decorum appropriate for the style and purpose.

Explore how personal interests, experiences, and cultures influence musical expression for specific purposes.

Explore the relationships between music, other arts, disciplines, and daily life.

DEVELOP AND CREATE ARTISTIC IDEAS AND WORK.

Identify ideas for choreography generated from a variety of stimuli.

Select and establish a solution to a given movement problem.

Identify movement patterns and dance structures in dance pieces while using dance vocabulary.

Prepare a dance phrase that expresses and communicates an idea or feeling.

Revise and refine movement based on peer feedback and self-reflection to improve a short dance study.

Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement.

DEVELOP AND REFINE ARTISTIC TECHNIQUES.

Define movement activities using movement vocabulary and specific dance styles.

Demonstrate tempo contrasts with movements that match to tempo of sound stimuli.

Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

PERFORM AND/OR PRESENT ARTISTIC WORK.

Replicate body shapes, movement characteristics, and movement patterns in a dance sequence with kinesthetic awareness.

Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and self-check to improve dance skills.

Replicate original and/or cultural/historical choreography in a performance setting.

Demonstrate fundamental dance skills including alignment, coordination balance, core support, kinesthetic awareness when replicating and recalling patterns and sequences.

Execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, body conditioning, and healthful nutrition. Execute under safe space conditions.

Coordinate phrases and timing with other dancers by cueing off each other and responding to various stimuli.

Identify the main areas of a performance space using production terminology (for example, stage right, stage left, center stage, upstage, and downstage).

Explore a variety of production elements (costumes, props, music, scenery, lighting, or media) for a dance performed for an audience in a designated specific performance space.

RESPOND TO ARTISTIC WORK.

Recognize a movement pattern that creates a movement phrase in a dance work.

Recognize patterns of movement in dance works that create a style or theme.

Demonstrate and explain how dance styles differ within a genre or within a cultural movement practice.

Recognize meaning or artistic intent from the patterns of movement in a dance work.

Compare and contrast the qualities and characteristics of style found in different dance genre or cultural movement practice using basic dance terminology.

Interpret meaning in a dance based on its movements. Explain how the movements communicate the main idea of the dance using basic dance terminology.

Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences.

RELATE ARTISTIC IDEAS AND WORKS WITH SOCIETAL, CULTURAL, AND/OR HISTORICAL CONTEXTS TO DEEPEN COMPREHENSION.

Select and perform dance movements from specific genres, styles, or cultures. Identify characteristic movements from these dances and describe in basic dance terminology ways in which they are alike and different.

Respond using the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics that make a dance artistic and meaningful.

Find relationships between movement in a dance from a culture, society, or community. Respond to how the movements communicate key aspects of the culture, society, or community.

Create roles, imagined worlds, and improvised stories.

Collaborate with peers to employ physical and vocal techniques for an improvised drama experience.

Share drama work with peers.

Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

Observe how a character’s choices impact an audience’s perspective of a drama work.

Relate character experiences to personal experiences in a guided drama work.

Describe the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.

Articulate and implement choices to refine a theatre work using effective physical and vocal traits.

Present drama work for an audience.

Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

Use supporting evidence and criteria to evaluate drama work.

Explain how drama connects oneself to a community or culture.

Explore a scripted or improvised character through imagination.

Articulate and implement choices to refine a theatre work using effective physical and vocal traits.

Present a scripted theatre work for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Use supporting evidence and criteria to evaluate drama work.

Explain how the actions and motivations of characters in a theatre work impact the perspectives of the audience.

Explore a scripted or improvised character through imagination.

Demonstrate focus in the rehearsal process to develop effective physical and vocal traits of characters in a scripted theatre work.

Present a scripted theatre work for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Defend preferences when responding to a theatre work, using supporting evidence.

Explore multiple perspectives and ideas in a theatre work.

Investigate multiple perspectives of scripted or improvised characters.

Use repetition and analysis in order to revise devised or scripted theatre work.

Present a scripted theatre work for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Defend preferences when responding to a theatre work using supporting evidence and artistic criteria.

Examine a community issue through multiple perspectives in a theatre work.

Articulate a character’s inner thoughts, objectives, and motivations through character analysis.

Refine effective physical and vocal traits of characters in an improvised or scripted theatre work.

Perform a scripted theatre work for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Examine a theatre work using supporting evidence based on teacher generated criteria.

Investigate how cultural perspectives, community ideas and personal beliefs impact a theatre work.

Use script analysis to generate ideas about a character that is believable in a theatre work.

Use the rehearsal process to refine the dramatic concept of a scripted theatre work.

Perform varied styles of theatre work for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Analyze and assess a theatre work using supporting evidence and criteria created through teacher and student collaboration.

Choose and interpret a theatre work to reflect personal beliefs.

Use personal experiences and knowledge to develop a character that is believable in a theatre work.

Demonstrate the ability to consistently maintain the given reality of a scripted theater work during the rehearsal process.

Perform a fully staged production for an audience.

Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

Evaluate artistic choices through student generated performance criteria.

Collaborate on a theatre work that explores multiple perspectives.

With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play.

Contribute to the adaptation of the plot in a drama experience.

Use movement and gestures to communicate emotions in a guided drama experience.

Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

Respond to a scene in a guided drama experience based on teacher given prompting/criteria.

Identify similarities between characters and oneself in dramatic play or a guided drama experience.

DEVELOP AND REFINE ARTISTIC TECHNIQUES.

PERFORM AND/OR PRESENT ARTISTIC WORK.

RESPOND TO ARTISTIC WORK.

RELATE ARTISTIC IDEAS AND WORKS WITH SOCIETAL, CULTURAL, AND/OR HISTORICAL CONTEXTS TO DEEPEN COMPREHENSION.

DEVELOP AND CREATE ARTISTIC IDEAS AND WORK.

Generate creative ideas, goals, and solutions for media artworks using a variety of creative processes.

Experiment and implement production processes to integrate content, elements of art, and/or principles of design for purpose in media arts production.

Combine varied academic, arts, and media forms and content into unified media artworks to convey specific themes or ideas.

Revise, refine, and adapt in response to constructive feedback.

Demonstrate various presentation or distribution formats in order to reach a target audience.

Analyze how various forms, methods, and styles in media artworks interact and influence audience experience.

Analyze the intent and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts.

Demonstrate how media artworks and ideas relate to everyday and cultural life.

Engage responsibly with media arts tools and environments, considering safety, rules, fairness, ethics, and media literacy.

Integrate aesthetic principles with a variety of generative methods to form original ideas, solutions, and innovations in media arts.

Experiment and implement production processes to integrate content, elements of art, and/or principles of design for purpose in media arts

Combine varied academic, arts, and media forms and content into unified media artworks to express compelling purpose, story, emotion, or ideas in complex media arts productions.

Revise, refine, and adapt in response to constructive feedback.

Demonstrate various presentation or distribution formats in order to reach a target audience.

Retain artistic fidelity across platforms.

Analyze and explain the intent, meanings, and impacts of diverse media artworks, considering complex factors of context and bias.

Examine and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth.

Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, and digital identity.

Develop multiple ideas for media artworks using a variety of tools, methods and/or materials.

Express and convey meaning in productions, identifying and applying the elements of art and/or principles of design.

Combine varied academic, arts, and media forms and content into unified media artworks.

Publish or present impactful expressions in media artworks tailored for specific purposes, audiences, and/or contexts.

Evaluate the role of different forms, methods, and/or styles in shaping audience experience.

Determine the purposes and meanings of media artworks, considering their context.

Explore how media artworks and ideas relate to everyday and cultural life.

Interact appropriately with media arts tools and environments, considering safety, rules, fairness, ethics, and media literacy.

RESPOND TO ARTISTIC WORK.

PERFORM AND/OR PRESENT ARTISTIC WORK.

DEVELOP AND CREATE ARTISTIC IDEAS AND WORK.

RELATE ARTISTIC IDEAS AND WORKS WITH SOCIETAL, CULTURAL, AND/OR HISTORICAL CONTEXTS TO DEEPEN COMPREHENSION.

DEVELOP AND REFINE ARTISTIC TECHNIQUES.

MUSIC ENSEMBLES LEVEL 1

Develop and create artistic ideas and work.

Create and/or improvise melodic and rhythmic ideas that reflect materials studied in rehearsal.

Develop musical and/or rhythmic ideas based on knowledge, skill, and teacher provided criteria.

Organize musical and/or rhythmic ideas based on knowledge, skill, and teacher provided criteria.

Develop and refine artistic techniques.

Implement music reading skills to enhance technical accuracies.

Perform and/or present artistic work.

Identify expressive qualities in a varied repertoire of music.

Demonstrate attention to technical accuracy in performances.

Demonstrate attention to expressive qualities in performances.

Respond to artistic work.

Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.

Explain the intent of musical works and performances using teacher-provided criteria.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC ENSEMBLES LEVEL 2

Develop and create artistic ideas and work.

Create and improvise melodic and rhythmic ideas that reflect materials studied in rehearsal.

Develop musical and/or rhythmic ideas based on knowledge, skill, and collaboratively developed criteria.

Organize musical and/or rhythmic ideas based on knowledge, skill, and collaboratively developed criteria.

Develop and refine artistic techniques.

Improve music reading skills to enhance technical accuracies.

Perform and/or present artistic work.

Apply expressive qualities through a varied repertoire of music.

Demonstrate attention to technical accuracy in a variety of repertoire in performances.

Demonstrate attention to expressive qualities in a variety of repertoire in performances.

Respond to artistic work.

Develop strategies to address technical and expressive challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers.

Compare the intent of musical works and performances using collaboratively developed criteria.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC ENSEMBLES LEVEL 3

Develop and create artistic ideas and work.

Develop and refine artistic techniques.

Perform and/or present artistic work.

Respond to artistic work.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Compose and/or improvise melodic and rhythmic ideas that reflect materials studied in rehearsal.

Develop musical and/or rhythmic ideas based on knowledge, skill, and collaboratively developed criteria with purpose.

Organize musical and/or rhythmic ideas based on knowledge, skill, and collaboratively developed criteria.

Apply music reading skills to materials learned in rehearsal.

Apply expressive qualities to a variety of musical repertoire in different contexts.

Demonstrate attention to technical accuracy in musical repertoire representing a variety of cultures, styles, and genres.

Demonstrate attention to expressive qualities in musical repertoire representing a variety of cultures, styles, and genres.

Develop strategies to address technical and expressive challenges in a varied repertoire of music and evaluate their success using feedback from ensemble peers and other sources to refine performances.

Justify the intent of musical works and performances using collaboratively developed criteria.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC ENSEMBLES LEVEL 4

Develop and create artistic ideas and work.

Develop and refine artistic techniques.

Perform and/or present artistic work.

Respond to artistic work.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Compose and improvise melodic and rhythmic ideas that reflect materials studied in rehearsal.

Develop musical and/or rhythmic ideas based on knowledge and skills, including purpose, using collaboratively developed criteria.

Organize musical and/or rhythmic ideas based on knowledge, skill, and collaboratively developed criteria to include identified purpose.

Demonstrate music literacy in a variety of styles.

Apply expressive qualities to a variety of musical repertoire in different contexts, styles, and genres.

Demonstrate attention to technical accuracy in musical repertoire representing a variety of cultures, styles, genres, and historical periods.

Demonstrate attention to expressive qualities in musical repertoire representing a variety of cultures, styles, genres, and historical periods.

Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music and evaluate their success.

Reflect on the intent of musical works and performances using personally developed criteria.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC ENSEMBLES LEVEL 5

Develop and create artistic ideas and work.

Develop and refine artistic techniques.

Perform and/or present artistic work.

Respond to artistic work.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Compose and improvise melodic and rhythmic ideas that reflect materials studied in rehearsal for a variety of purposes and contexts.

Develop musical and/or rhythmic ideas based on knowledge and skills, including purpose, using self-developed criteria.

Organize musical and/or rhythmic ideas based on knowledge, skill, and personally developed criteria to include identified purpose and historical context.

Demonstrate music literacy and technical accuracies in a variety of styles, historical contexts, and diverse cultures.

Apply expressive qualities to a variety of musical repertoire in different contexts, styles, and genres in multiple types of ensembles.

Demonstrate attention to technical accuracy in musical repertoire representing a variety of cultures, styles, genres, and historical periods in multiple types of ensembles.

Demonstrate attention to expressive qualities in musical repertoire in representing a variety of cultures, styles, genres, and historical periods in multiple types of ensembles.

Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

Reflect on and compare the intent of musical works and performances from a variety of styles, genres, and historical periods using personally developed criteria.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC TECHNOLOGY LEVEL 1

Develop and create artistic ideas and work.

Create melodic, rhythmic, and harmonic ideas using technology.

Develop and refine artistic techniques.

Refine the technical and expressive aspects of draft creations.

Perform and/or present artistic work.

Present personally developed creations through a fusion of musical and technological expertise.

Present personally developed creative works demonstrating attention to technical accuracy and expressive qualities in a diverse range of styles.

Demonstrate personally developed creative works within the context of music.

Respond to artistic work.

Describe how contextual, structural, and technological elements of music inform the presentation of creative works.

Interpret the expressive intent, of musical elements, technological features, and purpose of creative works.

Evaluate creative works using teacher-provided criteria.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Cite reasons for creative choices based on musical and technological elements.

Explain how personal interests, skills, and knowledge relate to creating, presenting, and responding to creative works.

Explore the relationships between artistic mediums, other disciplines, and daily life.

MUSIC TECHNOLOGY LEVEL 2

Develop and create artistic ideas and work.

Create melodic, rhythmic, and harmonic ideas in larger works using technology.

Develop and refine artistic techniques.

Refine the technical and expressive aspects of draft creations.

Perform and/or present artistic work.

Present multiple personally developed creations through a fusion of musical and technological expertise.

Present personally developed creative works demonstrating attention to technical accuracy and expressive qualities in a diverse range of cultures, styles, and genres.

Demonstrate a variety of personally developed creative works within the context of music.

Respond to artistic work.

Describe and demonstrate how contextual, structural, and technological elements of music the presentation of personally developed creative works.

Compare the expressive intent of musical elements, technological features, and purpose in a variety of creative works.

Evaluate creative works, applying collaboratively developed criteria.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Compare reasons for creative choices based on musical, technological, and contextual elements.

Compare how personal interests, skills, and knowledge relate to the creation, presentation, and response to creative works.

Explain the relationships between artistic mediums, other disciplines, and daily life.

MUSIC TECHNOLOGY LEVEL 3

Develop and create artistic ideas and work.

Create melodic, rhythmic, and harmonic ideas in larger works using varied resources.

Develop and refine artistic techniques.

Refine the technical and expressive aspects of draft creations.

Perform and/or present artistic work.

Present a portfolio of personally developed creations representing a fusion of musical and technological expertise.

Present personally developed creative works demonstrating attention to technical accuracy and expressive qualities in a diverse range of cultures, styles, genres, and historical periods.

Present a portfolio of personally developed creative works representing a variety of musical contexts.

Respond to artistic work.

Evaluate how the contextual, structural, and technological elements inform the presentation of personally developed creative works.

Research and defend the expressive intent of musical elements, technological features, and purpose in a variety of creative works.

Defend the evaluation of creative works, applying personally developed criteria.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Defend reasons for creative choices of musical, technological, and contextual elements.

Defend how personal interests, skills, and knowledge relate to the creation, presentation, and response to creative works.

Compare the relationships between artistic mediums, other disciplines, and daily life.

MUSIC THEORY LEVEL 1

Develop and create artistic ideas and work.

Assemble and organize musical ideas to create expressive statements.

Develop and refine artistic techniques.

Explain how the creation of sound can represent or symbolize various concepts.

Identify and explain the implications of the elements of music in sections of musical works in a creative work.

Perform and/or present artistic work.

Present personal works demonstrating elements of music and expressive intent.

Present live, recorded, or notated creative works.

Respond to artistic work.

Identify and describe the development of musical ideas within simple forms.

Assess and refine the technical and expressive aspects of evolving drafts.

Develop interpretations of creative works.

Analyze aurally the elements of music.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Apply feedback and critique creative works.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC THEORY LEVEL 2

Develop and create artistic ideas and work.

Assemble and organize multiple musical ideas to create expressive statements.

Develop and refine artistic techniques.

Organize sounds relating to the symbolism or representation of various concepts.

Analyze the implications of the elements of music in sections of musical works.

Perform and/or present artistic work.

Present and describe how the elements of music and compositional techniques have been employed to realize expressive intent.

Present and describe how the elements of music and compositional techniques have been employed to realize expressive intent.

Present and defend live, recorded, or notated creative works.

Present and defend live, recorded, or notated creative works.

Respond to artistic work.

Identify and explain the development of musical ideas within a variety of forms.

Defend personal choices regarding the technical and expressive aspects of evolving drafts.

Develop interpretations of creative works based on the use of elements of music.

Analyze aurally through notation the elements of music and explain how the analysis models compositional choices.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Apply feedback and critique creative works to refine the personal creative process.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

MUSIC THEORY LEVEL 3

Develop and create artistic ideas and work.

Assemble and organize multiple extended musical ideas to create expressive statements.

Develop and refine artistic techniques.

Develop sounds that symbolize or represent various concepts.

Apply and defend the implications of the elements of music in sections of musical works.

Perform and/or present artistic work.

Respond to artistic work.

Analyze and demonstrate the development of extended musical ideas in various forms.

Research and explain choices regarding the technical and expressive aspects of evolving drafts leading to final versions.

Develop interpretations of creative works using elements of music and justify how the choices reflect the creators’ intent.

Analyze aurally through notation the elements of music and justify how the analysis provides models for personal compositional choices.

Relate artistic ideas and works with societal, cultural, and/or historical contexts to deepen comprehension.

Critique a variety of creative works.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Brainstorm multiple approaches to create a work of art.

Create artwork using a variety of artistic processes and materials.

Refine or revise artwork in response to constructive feedback.

Demonstrate proper procedures for caring for and presenting artwork.

Analyze or evaluate components in visual imagery that convey messages, ideas, and mood.

Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

Utilize the creative process to design a work of art.

Develop skills with various materials, methods, and approaches in creating works of art or design.

Apply visual organizational strategies to design and produce a work of art that communicates information or ideas.

Reflect on whether artwork conveys the intended meaning and revise accordingly.

Discuss, reflect on, or investigate methods for preparing and presenting art.

Reflect on and explain important information about personal artwork.

Analyze and/or interpret works of art, and/or how art influences viewers.

Analyze and/or demonstrate how art reflects changing times, traditions, resources, and cultural uses.

Use multiple approaches to begin planning a work of art.

Develop skills with various materials, methods, and approaches in creating works of art or design.

Through experimentation and practice of techniques, make multiple works of art that explore a meaningful theme, idea, or concept.

Apply relevant criteria to examine, reflect on, and plan revisions for works of art and design in progress.

Demonstrate proper procedures for caring for and presenting artwork.

Reflect on and explain important information about personal artwork.

Analyze and/or demonstrate how one’s understanding of the world is affected by art.

Analyze and/or interpret an artwork or collection of works using criteria and evidence found in the work and its various contexts.

Describe how knowledge of culture, traditions, and history may influence personal responses to art.

Use observation and investigation in preparation for making a work of art.

Explore uses of materials and tools to create works of art or design.

Experiment with various materials and tools to create a work of art or design.

Demonstrate proper procedures for caring for and presenting artwork.

When looking at a work of art, describe what an image represents.

Interpret art by identifying subject matter and describing relevant details.

Explore the purpose of art and/or how it contributes to the community.

RELATE ARTISTIC IDEAS AND WORKS WITH SOCIETAL, CULTURAL, AND/OR HISTORICAL CONTEXTS TO DEEPEN COMPREHENSION.

PERFORM AND/OR PRESENT ARTISTIC WORK.

RESPOND TO ARTISTIC WORK.

DEVELOP AND CREATE ARTISTIC IDEAS AND WORK.

DEVELOP AND REFINE ARTISTIC TECHNIQUES.

Goal 1: The student inquires through assigned topics and research in the target language.

generate relevant and researchable questions with instructor guidance and approval;

communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from multiple perspectives;

comprehend language from within the cultural framework, including the use of nuance and subtlety;

produce formal and informal correspondence on a variety of social, academic, or professional topics;

produce in-depth summaries, reports, or research papers on a variety of social, academic, or professional topics;

pose relevant questions from the research findings or conclusions for further study.

Goal 2: The student applies critical-thinking skills to build a portfolio that organizes and uses information acquired from a variety of sources, including technology.

collect a variety of visual images such as photographs, paintings, political cartoons, and other media;

compile written ideas and representations;

interpret information and draw conclusions from a wide range of sources;

identify bias in written, oral, and visual material;

use writing and speaking skills for reflection and exploration;

cite sources appropriately;

present a portfolio.

Interpersonal Communication: Speaking and Writing

ask and respond to questions about everyday life in spoken and written conversations;

express and exchange personal opinions or preferences in spoken and written conversation;

ask and tell others what they need to, should, or must do in spoken and written conversation;

articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;

participate in formal and informal spoken conversation using culturally appropriate expressions and gestures;

participate in formal and informal written conversation using culturally appropriate expressions and style.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials;

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

state and support an opinion or preference orally and in writing;

describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.

Interpersonal Communication: Speaking and Writing

ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;

express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;

ask and tell others what they need to do, should do, or must do with simple supporting reasons in spoken and written conversation;

articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;

interact and react in formal and informal spoken conversation using culturally appropriate expressions and gestures;

interact and react in formal and informal writing using culturally appropriate expressions, formally and informally, and style.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials;

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

express and support an opinion or preference orally and in writing with supporting statements;

describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.

Interpersonal Communication: Speaking and Writing

ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;

express and exchange personal opinions or preferences with simple supporting statements or strings of sentences in spoken and written conversation;

ask and tell others what they need to do, should do, or must do with simple supporting reasons in spoken and written conversation;

articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;

interact and react in formal and informal spoken conversation using culturally appropriate expressions and gestures;

interact and react in formal and informal writing using culturally appropriate expressions and style.

Interpretive Communication: Reading and Listening

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;

paraphrase the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in contextualized texts, audio, and audiovisual materials;

compare and contrast cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

express and defend an opinion or preference orally and in writing with supporting statements and with recommendations;

narrate situations and events orally and in writing using connected sentences with details and elaboration;

inform others orally and in writing about a variety of topics using connected sentences with details and elaboration.

Interpersonal Communication: Speaking and Writing

ask and respond to questions about and beyond the scope of everyday life with elaboration in spoken and written conversation;

ask and respond to questions in unfamiliar contexts in spoken and written conversation with limited details;

express and exchange personal opinions, preferences, and recommendations with supporting elaborative statements in spoken and written conversation;

ask and tell others what they need to, should, and must do using detailed rationale in spoken and written conversation;

articulate requests, offer suggestions, and develop plans with supporting elaborative statements in spoken and written conversation;

interact and react in formal and informal spoken conversation using culturally appropriate expressions and gestures;

interact and react in formal and informal writing using culturally appropriate expressions and style.

Interpretive Communication: Reading and Listening

analyze culturally authentic print, digital, audio, and audiovisual materials in a variety of contexts;

paraphrase and analyze the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in texts, audio, and audiovisual materials;

compare and contrast cultural practices and perspectives from authentic print, digital, audio, and audiovisual materials.

Presentational Communication: Speaking and Writing

express and defend an opinion or persuade others orally and in writing with supporting elaborative statements and with recommendations;

narrate situations and events orally and in writing using connected sentences and some connected discourse with details and elaboration;

inform others orally and in writing about a variety of topics using connected sentences and some connected discourse with details and elaboration.

Interpersonal Communication: Speaking and Writing

engage in conversations both formally and informally with general consistency on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

write with general consistency and in all time frames, formal and informal items such as correspondence, narratives, descriptions, and summaries of a factual nature;

produce with general consistency, formal and informal written exchanges that provide information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpretive Communication: Reading and Listening

read and analyze information from a variety of authentic print and electronic resources such as artwork, graphs, media, narratives, and descriptions in various literary genres, including texts about past, present, and future events that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and analyze cultural practices and perspectives from authentic print and electronic resources;

listen to and analyze information from a variety of authentic audio and audiovisual resources from the target culture that communicate information in the past, present, and future on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and analyze cultural practices and perspectives from authentic audio and audiovisual resources.

Presentational Communication: Speaking and Writing

plan, produce, and present, with some ease and clarity of expression, spoken presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

plan and produce, with some ease and clarity of expression, written presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpersonal Communication: Speaking and Writing

engage in conversations with predominantly consistent use of formal and informal register in all time frames;

verbally exchange information with predominantly consistent use of register on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

write with predominantly consistent use of formal and informal register in all time frames and with some elaboration items such as correspondence, narratives, descriptions, and summaries of a factual nature;

produce, with predominantly consistent use of formal and informal register, written exchanges that provide information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpretive Communication: Reading and Listening

read and appraise information from a variety of authentic print and electronic resources such as artwork, graphs, media, narratives, and descriptions in various literary genres, including texts about past, present, and future events that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and appraise cultural practices and perspectives from authentic print and electronic resources;

listen to and appraise information from a variety of authentic audio and audiovisual resources from the target culture that communicate information in the past, present, and future on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and appraise cultural practices and perspectives from authentic audio and audiovisual resources.

Presentational Communication: Speaking and Writing

plan, produce, and present, with predominantly consistent ease and clarity of expression, spoken presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

plan and produce, with predominantly consistent ease and clarity of expression, written presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpersonal Communication: Speaking and Writing

engage in conversations with consistent use of formal and informal register in all time frames;

verbally exchange information with consistent use of formal and informal register on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

write with consistent use of formal and informal register in all time frames and with some elaboration items such as correspondence, narratives, descriptions, and summaries of a factual nature; and

produce, with consistent use of formal and informal register, written exchanges that provide information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.

Interpretive Communication: Reading and Listening

read and synthesize information from a variety of authentic print and electronic resources such as artwork, graphs, media, narratives, and descriptions in various literary genres, including texts about past, present, and future events that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and synthesize cultural practices and perspectives from authentic print and electronic resources;

listen to and synthesize information from a variety of authentic audio and audiovisual resources from the target culture that communicate information in the past, present, and future on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

compare, contrast, and synthesize cultural practices and perspectives from authentic audio and audiovisual resources.

Presentational Communication: Speaking and Writing

plan, produce, and present, with consistent ease and clarity of expression, spoken presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities;

plan and produce, with consistent ease and clarity of expression, written presentational communications that are supported with cited examples in multiple paragraph length discourse to explain, express opinions, describe, and narrate on topics that communicate information on a variety of geographic, scientific, historical, artistic, social, or political features of target culture communities.