California VAPA Standards and National Core Arts Standards

1. California Visual and PerformingCalifornia Visual and Performing
Arts StandardsArts Standards
andand
Common Core State StandardsCommon Core State Standards
for English Language Artsfor English Language Arts

2. California VAPA Strands
• Aesthetic Perception
• Creative Expression
• Historical and Cultural Context
• Aesthetic Valuing
• Connections, Relationships,
Applications
http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

3. Artistic Perception
Dance:
Students perceive and respond, using the elements of dance. They
demonstrate movement skills, process sensory information, and
describe movement, using the vocabulary of dance.
Music:
Students read, notate, listen to, analyze, and describe music and other
aural information, using the terminology of music.
Theatre:
Students observe their environment and respond, using the elements
of theatre. They also observe formal and informal works of
theatre, film/video, and electronic media and respond, using the
vocabulary of theatre.
Visual Arts:
Students perceive and respond to works of art, objects in nature,
events, and the environment. They also use the vocabulary of the
visual arts to express their observations.
Grade 3

4. Creative Expression
Dance:
Students apply choreographic principles, processes, and skills to create
and communicate meaning through the improvisation, composition, and
performance of dance.
Music:
Students apply vocal and instrumental musical skills in performing a
varied repertoire of music. They compose and arrange music and
improvise melodies, variations, and accompaniments, using
digital/electronic technology when appropriate.
Theatre:
Students apply processes and skills in acting, directing, designing, and
script writing to create formal and informal theatre, film/videos, and
electronic media productions and to perform in them.
Visual Arts:
Students apply artistic processes and skills, using a variety of media to
communicate meaning and intent in original works of art.
Grade 3

5. Historical and Cultural Context
Dance:
Students analyze the function and development of dance in past and
present cultures throughout the world, noting human diversity as
it relates to dance and dancers.
Music:
Students analyze the role of music in past and present cultures
throughout the world, noting cultural diversity as it relates to
music, musicians, and composers.
Theatre:
Students analyze the role and development of theatre, film/video,
and electronic media in past and present cultures throughout the
world, noting diversity as it relates to theatre.
Visual Arts:
Students analyze the role and development of the visual arts in past
and present cultures throughout the world, noting human diversity
as it relates to the visual arts and artists. Grade 3

6. Dance Grade 5: History/Culture
3.0 HISTORICAL AND CULTURAL CONTEXT
•Understanding the Historical Contributions and Cultural Dimensions of
Dance
•Students analyze the function and development of dance in past and
present cultures throughout the world, noting human diversity as it relates
to dance and dancers.
Development of Dance
•3.1 Describe how and why a traditional dance may be changed when
performed on stage for an audience.
History and Function of Dance
•3.2 Identify and perform folk/traditional, social, and theatrical dances
done by Americans in the eighteenth and nineteenth centuries.
Diversity of Dance
•3.3 Select traditional dances that men, women, or children perform and
explain the purpose(s) of the dances.

7. Music Grade 5: History/Culture
3.0 HISTORICAL AND CULTURAL CONTEXT
•Understanding the Historical Contributions and Cultural Dimensions of
Music
•Students analyze the role of music in past and present cultures
throughout the world, noting cultural diversity as it relates to music,
musicians, and composers.
Role of Music
•3.1 Describe the social functions of a variety of musical forms from
various cultures and time periods (e.g., folk songs, dances).
Diversity of Music
•3.2 Identify different or similar uses of musical elements in music from
diverse cultures.
•3.3 Sing and play music from diverse cultures and time periods.
•3.4 Describe the influence of various cultures and historical events on
musical forms and styles.
•3.5 Describe the influences of various cultures on the music of the United
States.

8. Theatre Grade 5: History/Culture
3.0 HISTORICAL AND CULTURAL CONTEXT
•Understanding the Historical Contributions and Cultural Dimensions of
Theatre
•Students analyze the role and development of theatre, film/video, and
electronic media in past and present cultures throughout the world, noting
diversity as it relates to theatre.
Role and Cultural Significance of Theatre
•3.1 Select or create appropriate props, sets, and costumes for a cultural
celebration or pageant.
•3.2 Interpret how theatre and storytelling forms (past and present) of
various cultural groups may reflect their beliefs and traditions.
History of Theatre
•3.3 Analyze ways in which theatre, television, and film play a part in our
daily lives.
•3.4 Identify types of early American theatre, such as melodrama and
musical theatre.

9. Visual Arts Grade 5: History/Culture
3.0 HISTORICAL AND CULTURAL CONTEXT
•Understanding the Historical Contributions and Cultural Dimensions of
the Visual Arts
•Students analyze the role and development of the visual arts in past and
present cultures throughout the world, noting human diversity as it
relates to the visual arts and artists.
Role and Development of the Visual Arts
•3.1 Describe how local and national art galleries and museums contribute
to the conservation of art.
•3.2 Identify and describe various fine, traditional, and folk arts from
historical periods worldwide.
Diversity of the Visual Arts
•3.3 Identify and compare works of art from various regions of the
United States.
•3.4 View selected works of art from a major culture and observe changes
in materials and styles over a period of time.

10. Aesthetic Valuing
Dance:
Students critically assess and derive meaning from works of dance,
performance of dancers, and original works according to the
elements of dance and aesthetic qualities.
Music:
Students critically assess and derive meaning from works of music
and the performance of musicians according to the elements of
music, aesthetic qualities, and human responses.
Theatre:
Students critique and derive meaning from works of theatre,
film/video, electronic media, and theatrical artists on the basis of
aesthetic
Visual Arts:
Students analyze, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles
of design, and aesthetic qualities.
Grade 3

11. Connections, Relationships,
Applications
All of the Arts: Dance, Music,
Theatre, Visual Arts (VAPA)
Students apply what they learn in dance, music,
theatre, and visual arts to learning across
subject areas. They develop competencies and
creative skills in problem solving,
communication, and management of time and
resources that contribute to lifelong learning
and career skills. They also learn about
careers in and related to dance, music,
theatre, and visual arts.
Grade 3
http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

12. Common Core and Artistic Literacy
The Arts as Communication
In today’s multimedia society, the arts are the media, and therefore provide powerful and
essential means of communication. The arts provide unique symbol systems and metaphors that
convey and inform life experience. The arts are ways of knowing.
The Arts as Creative Personal Realization
Participation in each of the arts as creators, performers, and audience members enables
individuals to discover and develop their own creative capacity, thereby providing a source of
lifelong satisfaction.
The Arts as Culture, History, and Connectors Throughout History
The arts have provided essential means for individuals and communities to express their ideas,
experiences, feelings, and deepest beliefs. Each art form shares common goals but approaches
them through distinct media and techniques. Understanding artwork provides insights into
individuals’ own and others’ cultures and societies, while also providing opportunities to access, to
express and to integrate meaning across a variety of content areas.
Arts as Means to Well-being
Participation in the arts as creators, performers, and audience members (responders) enhances
mental, physical, and emotional well-being
The Arts as Community Engagement
The arts provide means for individuals to collaborate and connect with others in an enjoyable
inclusive environment as they create, prepare, and share artwork that brings communities
together (responding).

13. National Coalition for Core Arts Standards

14. National Coalition for Core Arts Standards

15. Creative Practices
A student engaged in
creative practices:
• Imagines a mental image or
concept.
• Investigates and studies
through exploration or
examination.
• Constructs a product by
combining or arranging a
series of elements.
• Reflects and thinks deeply
about his or her work.
Creative practices:
• Evoke deep, meaningful
engagement in the arts.
• Can be fluid, though there is
purpose and meaning to the
order in which they occur.
• Vary from person to person,
project to project, and
moment to moment.
• Require intense cognition that
can be developed through
arts engagement.
Connection: CA VPA Standard Strand Alignment:
Creative Expression

16. National Coalition for Core Arts Standards

17. Performing, Presenting, Producing
• Select varied musical works to present based on
interest, knowledge, technical skill, and context.
• Analyze the structure and context of varied musical
works and their implications for performance
• Interpret: Develop personal interpretations that
consider creators’ intent.
• Rehearse, Evaluate and Refine: Evaluate and refine
personal and ensemble performances, individually or in
collaboration with others.
• Present: Perform expressively, with appropriate
interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
Connection: CA VPA Standard Strand Connection:
Artistic Expression

18. National Coalition for Core Arts Standards

19. Responding
• Select: Choose music appropriate for a specific
purpose or context.
• Analyze: Analyze how the structure and context
of varied musical works inform the response
• Interpret: Support interpretations of musical
works that reflect creators’/performers’
expressive intent
• Evaluate: Support evaluations of musical works
and performances based on analysis, interpretation,
and established criteria.
CA VPA Standard Strand Alignment:
Aesthetic Valuing

20. National Coalition for Core Arts Standards

21. Connecting
• Connect #10: Synthesize and relate knowledge
and personal experiences to make music
– Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing,
and responding to music
• Connect #11: Relate musical ideas and works
with varied context to deepen understanding.
– Demonstrate understanding of relationships between
music and the other arts, other disciplines, varied
contexts, and daily life
CA VAPA Standard Strand Alignment:
Historical Cultural Context
Connections, Relationships, Applications

22. National Core Arts Standards
• New Addition: Media Arts Standards -
http://www.mediaartseducation.org/media-arts-standards/
• Download pdf -
http://www.mediaartseducation.org/wp-content/uploads/2014/06/Med
http://www.nationalartsstandards.org/

23. Examples – 4th
Grade
Media Arts Standards
• Create - Discuss, test, and assemble ideas, plans, and
models for media arts productions, considering the
artistic goals and the presentation.
• Produce - Demonstrate how a variety of academic,
arts, and media forms and content may be mixed and
coordinated into media artworks, such as narrative,
dance, and media.
• Respond - Identify, describe, and explain how
messages are created by components in media artworks.
• Connect - Explain verbally and/or in media artworks,
how media artworks and ideas relate to everyday and
cultural life, such as fantasy and reality, and technology
use.

24. Common Core Arts & Literacy
Shared Vocabulary

25. Language, Speaking, and Listening Standards
Language: Knowledge of Language
• Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use
• Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as
appropriate.
• Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.

26. Language, Speaking, and Listening Standards
Speaking and Listening: Comprehension
and Collaboration
• Integrate and evaluate information presented
in diverse media and formats, including
visually, quantitatively, and orally.
Speaking and Listening: Presentation of
Knowledge and Ideas
• Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.

27. Reading Music
• Library of Congress – American Memory
Sheet Music

28. Learning from Lyrics
This Land is Your Land

29. Social Studies

30. Musical Shows

31. Let George Do It!
5th
Grade Musical

32. School-Wide Thematic Units
• Earth Week
• International Week: World
Songs
• Red Ribbon Week
• Patriotic Assemblies
• Holidays