Performing Arts Standards

 

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ADVANCED CHORUS

Georgia Performance Standards Fine Arts

Chorus (Choral Music) Introduction

Choral Music courses provide opportunities for students to develop their musical potential and aesthetic understanding through singing in a choral ensemble. These courses seek to give students in grades 6 through 12 experiences in the study and performance of a diverse repertoire of music.

The standards of learning are organized into sequential and developmental levels: Elementary School - Beginning
Grades 6th – 8th Beginning, Intermediate, and Advanced
Grades 9th – 12th Beginning, Intermediate, Advanced, and Mastery

Since students in Georgia may be introduced to the choral ensemble experience at varying grade levels, the use of sequential and developmental levels allows for consistency and instructional flexibility.

Study of vocal/choral music includes the cultivation of a beautiful singing tone, aesthetic understanding, the ability to read music with fluency, the polishing of performance skills, responsible rehearsal habits, and the value of collaboration.

Students will have opportunities for self-expression through the spontaneity of improvisation and the creative process of composition. Students will develop listening skills and the ability to analyze and critique music and music performances. Students will relate their musical experiences to historical and cultural aspects of choral repertoire.

The ultimate goal of the choral experience is the development of the individual both musically and personally for the lifelong pursuit and enjoyment of music.


Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Georgia Performance StandardsFine Arts – Music Education June 18, 2009Page 1 of 3


Georgia Performance Standards Fine Arts

GRADES 9 - 12 ADVANCED CHORUS A. Skills and Techniques/Performance

MHSAC.1 - Singing, alone and with others, a varied repertoire of music

  1. Produce a clear and free tone with the body and breath working together

    using accurate intonation.

  2. Sing with purity of vowels and clarity of consonants.

  3. Perform assigned vocal line in three or more parts, with and without

    accompaniment.

  4. Apply listening skills to adjust intonation in solo and ensemble singing

  5. Adjust blend and balance independently within the ensemble throughout the

    vocal range.

  6. Perform level-appropriate literature reflecting expressive qualities and

    textual meaning.

  7. Respond to various conducting patterns and interpretive gestures.

  8. Create movement for warm-ups and repertoire to distinguish various

    musical ideas.

MHSAC.2 - Performing on instruments, alone and with others, a varied repertoire of music a. Utilize classroom instruments and body percussion with expression and

technical accuracy to enhance music learning.

MHSAC.3 - Reading and notating music


B. Creation


  1. Read by sight an individual voice part using a melodic and rhythmic language.

  2. Notate rhythms, pitches, and harmonies from aural examples.

  3. Utilize available music instructional and notational software.


MHSAC.4 - Improvising melodies, variations, and accompaniments
a. Improvise simple rhythmic variations and melodic ideas and phrases.

MHSAC.5 - Composing and arranging music within specified guidelines

  1. Create original rhythms and/or melodies.

  2. Create harmonies for warm-ups and various melodies.

  3. Explore musical possibilities by making creative decisions.

C. Critical Analysis/Investigate

MHSAC.6 - Listening to, analyzing, and describing music

  1. Compare and contrast various genres and styles of music.

  2. Analyze music utilizing knowledge of the choral score.

  3. Interpret emotions and thoughts communicated through music.

    Georgia Department of Education
    Kathy Cox, State Superintendent of Schools
    Georgia Performance StandardsFine Arts – Music Education June 18, 2009Page 2 of 3


Georgia Performance Standards Fine Arts

MHSAC.7 - Evaluating music and music performances

  1. Evaluate and offer constructive suggestions for improvement of personal

    and group performances.

  2. Identify criteria and describe the quality of a composition.

  3. Exhibit commendable performer and audience etiquette.

D. Cultural and Historical Context

MHSAC.8 - Understanding relationships between music, the other arts, and disciplines outside the arts

a. Demonstrate and articulate an awareness of the collaborative nature of the choral art.

MHSAC.9 - Understanding music in relation to history and culture

  1. Interpret how music relates to personal development and enjoyment of

    life.

  2. Discuss how distinguishing characteristics of repertoire connect us to

    history, cultures, heritage, and community.

  3. Explain how participation in music can become a lifetime pursuit and/or

    develop analytical and creative thinking skills.


Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Georgia Performance StandardsFine Arts – Music Education June 18, 2009Page 3 of 3 

 

MUSICAL THEATRE

GRADES: 9-12


Georgia Performance Standards Fine Arts

MUSICALTHEATREIII


TAHSMTIII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media

a. Identifies dramatic structure in a musical
b. Analyzes dramatic elements in a musical text or performance
c. Analyzes themes in a musical text or performance
d. Examines the function and relevance of characters in a musical e. Examines the role of choreography in a performance
f. Determines the effectiveness of artistic choices in a performance

TAHSMTIII.2 Developing scripts through improvisation and other theatrical methods

a. Explores a variety of musical techniques including recitative, aria, ballad, and other musical theatre conventions

b. Analyzes song lyrics as dramatic text to promote character development c. Improvises using various musical techniques
d. Develops a character through improvisation
e. Creates original choreography for an existing song found in a musical

f. Designs an original scene for musical theatre

TAHSMTIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
d. Contributes to the ensemble by exercising artistic discipline during rehearsal and

performance
e. Demonstrates proficiency in vocal techniques: warm-ups to prepare the voice,

diction, phrasing, pitch, articulation, breath control, vocal safety, injury-

avoidance procedures, dialect, timing, and pacing
f. Demonstrates proficient physical techniques: warm-ups to prepare the body,

relaxation techniques, centering, isolation of body parts, psychological gesture, neutral and character masks, and communicating meaning and characterization through body position and gesture.

TAHSMTIII.4 Designing and executing artistic and technical elements of theatre

a. Identifies key concepts of various elements of technical production including sets, props, costumes, makeup, lighting, and sound

b. Creates a plot for a specific area of technical production in musical theatre c. Explores the relationship between design choices and the overall musical

performance

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 1of 3


Georgia Performance Standards Fine Arts

d. Analyzes the technical elements of a production and how a performance is impacted by these elements

e. Designs and produces at least one technical element for a production

TAHSMTIII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance

a. Compares and contrasts presentational and representational styles in musical theatre

b. Defines and evaluates the roles of the director in a production
c. Produces a concept statement for a musical theatre performance
d. Applies rehearsal discipline in preparation for performance
e. Practices physicaland vocal warm-ups for rehearsal and performance f. Directs a musical performance

TAHSMTIII.6 Researching cultural and historical information to support artistic choices

a. Defines the role of a dramaturge
b. Analyzes a musical text for era specific language, music style, and other cultural

characteristics
c. Investigates the careers of musical theatre collaborators and their influence on

theatre
d. Creates and presents a research project directly related to a musical theatre

performance

TAHSMTIII.7 Integrating various art forms, other content areas, and life experiences to create theatre

a. Masters and executes intermediate level dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance d. Continues to develop skills in dance and vocal production vocal skills
e. Assumes leadership roles in the production of musical theatre
f. Masters sight-reading skills

TAHSMTIII.8 Examining the roles of theatre as a reflection of past and present civilizations a. Traces the historical development of musical theatre
b. Interprets how societal conditions influence the creation of a musical
c. Connects the theme/s in a musical to contemporary society and to the broader

human experience
d. Compares and contrasts the development of choreography and the role it plays

in musical theatre

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 2of 3


Georgia Performance Standards Fine Arts

TAHSMTIII.9 Exploring the business of theatre
a. Explores the process of developing a musical for the commercial Broadway

stage
b. Compares and contrasts standard operating procedures for Equity, Non-Equity,

and amateur theatres
c. Identifies and analyzes “above the lines” and “below the lines” roles of theatre-

producing organizations
d. Researches and outlines copyright laws and guidelines that govern theatre and

live performances
e. Evaluates, selects, and rehearses monologue and vocal selections for an audition

reperto ire

TAHSMTIII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Develops and defends criteria for assessing each area of musical theatre produc t io n

b. Justifies acting choices to prepare a role in a musical performance
c. Evaluates the work of individual contributors to the production process
d. Evaluates the work of the technical contributors as a part of the collaborative

team of a production
e. Evaluates on stage and backstage performances in a musical production

TAHSMTIII.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as basic

elements of the theatrical experience
c. Explores the contribution of the audience to the production process


Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 3of 3 


ADVANCED DRAMA

GRADES: 9-12


Georgia Performance Standards Fine Arts

ADVANCED DRAMA III


TAHSADIII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media

  1. Examines various theories of dramatic structure from Aristotle to present

  2. Uses standards of literary dramatic analysis to study theatrical production

  3. Constructs arguments that relate the theme/s of a theatre production to the

    enhancement of the human experience

TAHSADIII.2 Developing scripts through improvisation and other theatrical methods.

  1. Produces scripts based on personal experiences, heritage, imagination, literature, and history

  2. Connects appropriate form and structure to script creation

  3. Applies standard theatrical conventions to producing scripts

  4. Critiques and uses historical, textual, and improvisational studies

TAHSADIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

  1. Examines the skills and tasks associated with acting on stage

  2. Explores the development of an actor's skills and resources

  3. Creates characters using the tools and resources of acting to a variety of formal

    and informal performances

  4. Analyzes and applies observation skills for character creation

TAHSADIII.4 Designing and executing artistic and technical elements of theatre

  1. Engages in script analysis from the perspective of technical theatre collaborators

  2. Plans and creates technical elements of a theatrical production

  3. Collaborates with other members of a creative team to create and execute formal

    and informal theatrical performances

TAHSADIII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance

  1. Examines the structure of the rehearsal process

  2. Creates a prompt script with blocking notation for a 2-3 character scene

  3. Develops a rehearsal schedule to prepare a scene for performance

  4. Collaborates on formal and information theatrical performances

    Georgia Department of Education
    KathyCox,State SuperintendentofSchools
    Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 1of 2


Georgia Performance Standards Fine Arts

TAHSADIII.6 Researching cultural and historical information to support artistic choices

  1. Explores the relationship between research and theatrical production

  2. Engages in meaningful cultural and historical research to support formal or

    informal theatrical performance

  3. Develops and executes a presentation or lobby display that summarizes the

    impact of cultural and historical research on a theatrical production

TAHSADIII.7 Integrating various art forms, other content areas, and life experiences to create theatre

  1. Examines how theatre incorporates all art forms via a collaborative process

  2. Explores the relationship between theatre and other non-arts disciplines

  3. Synthesizes concepts and skills from other disciplines to create theatre

TAHSADIII.8 Examining the roles of theatre as a reflection of past and present civilizations

  1. Explores the historical impact of theatre on the political process

  2. Examines the impact of theatre on the quality of life in society

  3. Investigates and defends the role of theatre as an agent of social change

TAHSADIII.9 Exploringthebusinessoftheatre

  1. Explores careers in theatre through participation in various production roles and activities

  2. Articulates how participation in theatre equips students for success in careers within and outside the theatre community

  3. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations

TAHSADIII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Generates and uses appropriate terminology for critiquing theatrical prese nta t io ns

b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance

c. Modifies performance based on critiques d. Discerns the validity of critiques

TAHSADIII.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

a. Examines the historical relationship between actor, script, and audience as basic elements of the theatrical experience

b. Explains and demonstrates proper decorum as an audience member c. Explores and analyzes the “chemistry” between actor and audience

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 2of 2 

 

ADVANCED DRAMA

GRADES: 9-12


Georgia Performance Standards Fine Arts

ADVANCED DRAMA III


TAHSADIII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media

  1. Examines various theories of dramatic structure from Aristotle to present

  2. Uses standards of literary dramatic analysis to study theatrical production

  3. Constructs arguments that relate the theme/s of a theatre production to the

    enhancement of the human experience

TAHSADIII.2 Developing scripts through improvisation and other theatrical methods.

  1. Produces scripts based on personal experiences, heritage, imagination, literature, and history

  2. Connects appropriate form and structure to script creation

  3. Applies standard theatrical conventions to producing scripts

  4. Critiques and uses historical, textual, and improvisational studies

TAHSADIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

  1. Examines the skills and tasks associated with acting on stage

  2. Explores the development of an actor's skills and resources

  3. Creates characters using the tools and resources of acting to a variety of formal

    and informal performances

  4. Analyzes and applies observation skills for character creation

TAHSADIII.4 Designing and executing artistic and technical elements of theatre

  1. Engages in script analysis from the perspective of technical theatre collaborators

  2. Plans and creates technical elements of a theatrical production

  3. Collaborates with other members of a creative team to create and execute formal

    and informal theatrical performances

TAHSADIII.5 Directing by conceptualizing, organizing, and conducting rehearsals for performance

  1. Examines the structure of the rehearsal process

  2. Creates a prompt script with blocking notation for a 2-3 character scene

  3. Develops a rehearsal schedule to prepare a scene for performance

  4. Collaborates on formal and information theatrical performances

    Georgia Department of Education
    KathyCox,State SuperintendentofSchools
    Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 1of 2


Georgia Performance Standards Fine Arts

TAHSADIII.6 Researching cultural and historical information to support artistic choices

  1. Explores the relationship between research and theatrical production

  2. Engages in meaningful cultural and historical research to support formal or

    informal theatrical performance

  3. Develops and executes a presentation or lobby display that summarizes the

    impact of cultural and historical research on a theatrical production

TAHSADIII.7 Integrating various art forms, other content areas, and life experiences to create theatre

  1. Examines how theatre incorporates all art forms via a collaborative process

  2. Explores the relationship between theatre and other non-arts disciplines

  3. Synthesizes concepts and skills from other disciplines to create theatre

TAHSADIII.8 Examining the roles of theatre as a reflection of past and present civilizations

  1. Explores the historical impact of theatre on the political process

  2. Examines the impact of theatre on the quality of life in society

  3. Investigates and defends the role of theatre as an agent of social change

TAHSADIII.9 Exploringthebusinessoftheatre

  1. Explores careers in theatre through participation in various production roles and activities

  2. Articulates how participation in theatre equips students for success in careers within and outside the theatre community

  3. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations

TAHSADIII.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Generates and uses appropriate terminology for critiquing theatrical prese nta t io ns

b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance

c. Modifies performance based on critiques d. Discerns the validity of critiques

TAHSADIII.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

a. Examines the historical relationship between actor, script, and audience as basic elements of the theatrical experience

b. Explains and demonstrates proper decorum as an audience member c. Explores and analyzes the “chemistry” between actor and audience

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 2of 2 

 

TECH THEATRE

Georgia Performance Standards Fine Arts

TECHNICAL THEATRE III

Designing and executing artistic and technical elements of theatre

Designs and creates programs, posters, and two or more of the following for a theatre, film, television, or electronic media production: tickets, flyers, print ads, print media, or public service announcements for television or r a d io

Interprets a formal production, using costumes, props, and make-up to support the interpretation

Analyzes safety practices and procedures relevant to technical theatre, including practices related to emotional and physical well-being

Identifies and uses properties, costumes, scenery, lighting, and sound to define and support character, environment, mood, action, and theme and to alter space to create suitable environments for dramatic play and performance

Demonstrates the use of observation from nature, society, or research as a means to enhance the script, performance, or design.

Designing and executing artistic and technical elements of theatre (Scenery and Properties)

Creates a scale model of a three-dimensional form from design drawings Builds a scale model of a setting for a stage or film/video
Designs and implements technical elements for theatre, film/video, and

electronic media productions based on designs from a concept and in collaboration with a director

Designing and executing artistic and technical elements of theatre (Costumes and Make-up)

Designs and realizes at least one original costume rendering for a theatre production or classroom exercise

Creates and realizes at least one make-up rendering for a theatre production or classroom exercise

Designing and executing artistic and technical elements of theatre (Lighting and Sound)

Creates and implements a functional light or sound plot for a formal production for stage, film, television, or electronic media

Designs an original sound plot for a variety of dramatic works

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 1of 2


TAHSTTIII.5

TAHSTTIII.6

TAHSTTIII.7


Georgia Performance Standards Fine Arts

Designing and executing artistic and technical elements of theatre (Stage Management)

a. Executes the duties and responsibilities of a crew head and/or crew member to stage a variety of dramatic works

b. Explores principles of theatre management, administration, and the production process

Researching cultural and historical information to support artistic choices

a. Researches and describes appropriate historical and contemporary production designs from a variety of dramatic works for formal and informal theatre, film, video, and electronic media productions

b. Identifies and explains the historical and cultural influences on the visual and aural elements from a variety of works such as fairy tales, books, and plays

Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Reviews and analyzes live performances and makes informed responses by identifying the elements of production--directing, design, and acting

b. Describes, analyzes, and evaluates artistic choices in scenic presentations


Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 2of 2 

 

ACTING (FUNDAMENTALS OF THEATRE)

Georgia Performance Standards Fine Arts

FUNDAMENTALS OF THEATRE I

Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media

Critiques elements of theatrical conventions
Generates and uses terminology and outline for critiquing theatre presentation Cites evidence of how theatre reflects life through universal themes
Identifies stage terminology

Developing scripts through improvisation and other theatrical methods

Critiques elements of dramatic structure
Recognizes realistic and conventional speech patterns within dialogue or


TAHSFTI.3

TAHSFTI.4

TAHSFTI.5:


dramatic verse
Identifies and distinguishes between stock and dynamic characters Lists the steps in the dramatic writing process
Differentiates between drama and traditional literary writing


c.
d.
e.
f. Incorporates dramatic elements through improvisation


Acting by developing, communicating, and sustaining roles within a variety of situations and environments

  1. Investigates mental and emotional methods of actor preparation

  2. Observes and incorporates details of common human activity

  3. Demonstrates awareness of verbal elements of acting (e.g., voice, breathing)

  4. Demonstrates non-verbal elements of acting (e.g., posture, facial expression,

    physical movement)
    Designing and executing artistic and technical elements of theatre

  1. Identifies and defines the various roles of production personnel (sound/lighting, set, scenic, costume, makeup, marketing and business aspects)

  2. Recognizes and applies the basic elements and procedures involved in the construction of props, scenery, and platforms.


Directing by conceptualizing, organizing, and conducting rehearsals for performance


  1. Analyzes the various aspects of directing

  2. Recognizes directorial choices in performance

  3. Describes the need for script analysis and concept development

  4. Applies the process of directorial management

    Georgia Department of Education
    KathyCox,State SuperintendentofSchools
    Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 1of 2


TAHSFTI.6

TAHSFTI.7

TAHSFTI.8

TAHSFTI.9


Georgia Performance Standards Fine Arts

Researching cultural and historical information to support artistic choices

a. Defines the role of the dramaturge
b. Applies the skills of the dramaturge to various scenes c. Interprets data for use in production

Integrating various art forms, other content areas, and life experiences to create theatre

a. Identifies the various art forms which may be integrated into theatre (e.g., dance, music, visual arts, graphic arts, and electronic media)

b. Integrates various art forms into a cohesive theatre performance
c. Recognizes the arts as an effort to interpret and intensify experiences

Examining the roles of theatre as a reflection of past and present civilizations

a. Analyzes plays and dramas that are representative of historical periods b. Identifies and analyzes plays and dramas that are culturally diverse
c. Recognizes historical events that have influenced the role of theatre
d. Recognizes theatrical events that have impacted cultural development

Exploring the business of theatre

a. Lists and defines the skill sets for the various theatre arts careers
b. Charts the skills learned in theatre arts which transfer to the workplace
c. Applies the business elements of a production (e.g., creating a portfolio or

resume, printing, advertising, budgeting)


TAHSFTI.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence

a. Differentiates between constructive and destructive critiques
b. Generates and uses terminology for critiquing theatrical presentations c. Utilizes constructive criticism to improve performance

TAHSFTI.11 Engaging actively and appropriately as an audience member in theatre and other media experiences

a. Demonstrates appropriate audience behaviors
b. Articulates why the relationship between the audience and performers is critical

to the success of the production
c. Examines how audience relationships differ with venue and performance type

Georgia Department of Education
KathyCox,State SuperintendentofSchools
Georgia Performance StandardsFine Arts – Theatre Arts Education


June 18, 2009Page 2of 2