visual and performing...

Course of StudyPart III: Curriculum AreasVisual and Performing Arts

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VISUAL AND PERFORMING ARTS

With the passage of the Goals 2000: Educate America Act, the arts are written into federal law. The lawacknowledges the arts as a core subject, as important to education as language arts, mathematics, history,science, and foreign language. National and state standards in visual and performing arts have beendeveloped, and, on January 10, 2001, the California State Board of Education adopted standards in thevisual and performing arts.* Furthermore, California law requires courses in visual and performingarts/foreign language for high school graduation.

Both district-developed and district-adopted texts and guides are used throughout the K–12 curriculum. Inaddition, the 2001 Visual and Performing Arts Content and Performance Standards and the 1996 Visualand Performing Arts Framework from the California State Department of Education provide districtguidelines.

Elementary-level music and art are taught using state-approved commercial textbook series. Drama anddance are taught at the discretion of classroom teachers and often are used as pedagogical strategies to im-prove learning.

The Education Code requires that courses in visual and performing arts be included in the grades 7–12course of study.

STRANDS

Fine arts instruction in art, music, and drama includes five strands:

• Artistic perception• Creative expression• Historical and cultural context• Aesthetic valuing• Connections, relationships, applications

DIAGRAM OF COURSE SEQUENCE, GRADES K–6

Grade Kindergarten 1 2 3 4 5 6

Setting/Course Art

Dance

Drama/Theatre

Music

Strands(Themes)Emphasized

Artistic perception

Creative expression

Historical and cultural context

Aesthetic valuing

Connections, relationships , applications

* These standards are available at the following Web site: www.cde.ca.gov/shsd/arts/status.html


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DIAGRAM OF COURSE SEQUENCE: VISUAL ARTS, GRADES 6**–12

Grade 6** 7 8 9 10 11 12

Requirements Fine arts credit toward graduation requirements

Courses† Art 7th 1,2 Art 8th 1,2 Art 1,2

Commercial Art 1,2*

Advertising Art 1,2

Art Production 1,2

Ceramics 1,2*

Ceramics 3,4

Color and Design 1,2 (P)

Design in Mixed Media 1,2

Design in Mixed Media 3,4 (P)

Drawing and Painting 1,2

Explorations in Art 1,2* (P)

Individualized Art 1,2*

Printmaking 1,2*

AP Art History 1,2 (HP)

AP Studio Art, DrawingPortfolio 1,2 (HP)

AP Studio Art, GeneralPortfolio 1,2 (HP)

Senior ArtStudio 1,2 (P)

Special Educa-tion Courses

Multilevel Fine Art 9th–12th


Artistic perception

Creative expression


Aesthetic valuing

Connections, relationships, applications

** Limited to grade 6 middle school students.† Courses that appear in boldface italic are currently listed by the University of California as meeting its subject

requirement f for admission. Such courses must appear on the individual UC-approved list for each district highschool seeking acceptance of the courses for its students.

* These courses may be taken in grade 9 in four-year high schools, with teacher recommendation.


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DIAGRAM OF COURSE SEQUENCE: DRAMA AND SPEECH, GRADES 6**–12

Grade 6** 7 8 9 10 11 12

Requirements Fine arts credit toward graduation requirements

Courses† Per-form-ingArts6th

Stage Craft 7th–8th Stage Craft 9th–12th

Drama 1,2

Public Speaking 1,2

Speech 7th Speech 8th

Communica-tions 8th

Drama 6th–8th Drama 3,4

Public Speaking 3,4*Interpersonal Communications 1,2†† Children’s Theatre 1,2; 3,4

Drama 5,6 (P)

Public Speaking 5,6 (P)

Drama 7,8(P)


Artistic perception

Creative expression


Aesthetic valuing




* Elective credit only.†† Grade 9 in four-year high schools only.


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DIAGRAM OF COURSE SEQUENCE: MUSIC, GRADES 6**–12

Grade 6** 7 8 9 10 11 12

Requirements Visual and Performing Arts credit toward graduationrequirements

Courses† Music 6th

Music 7th–8th

Beginning Guitar 7th–8th

Intermediate Guitar 7th-8th

Guitar 1,2

Guitar 3,4

Beginning Chorus 6th–8th

Intermediate Chorus 6th–8th

Chorus 6th–8th

Advanced Chorus 6th–8th

Beginning Choir (Senior High)

Intermediate Choir (Senior High)

Choir

Advanced Choir (Senior High)

Instrumental Ensemble 6th–8th

Beginning Band 6th–8th

Intermediate Band 6th–8th

Advanced Band 6th–8th

Beginning Orchestra 6th–8th

Intermediate Orchestra 6th–8th

Advanced Orchestra 6th–8th

Intermediate Band (JuniorHigh)

Advanced Band (JuniorHigh)

Beginning Band (Senior High)

Instrumental Ensemble

Intermediate Band (Senior High)*

Advanced Band (Senior High)* (P)

Orchestra (Senior High) (P)

Jazz Ensemble* (P)

Wind Ensemble (P)

Music Theory 1-2 (P)

Piano 1-2

Piano 3-4

Piano 5-6



* These courses may be taken in grade 9 in four-year high schools, with teacher recommendation.


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DIAGRAM OF COURSE SEQUENCE: MUSIC, GRADES 6**–12 (CONT.)

Grade 6** 7 8 9 10 11 12

Courses Choral Ensemble* (P)

AP Music Theory 1-2 (HP)

Music Appreciation 1,2

Electronic Music Lab 1,2 (P)†


Artistic perception

Creative expression


Aesthetic valuing


** Limited to grade 6 middle school students.* These courses may be taken in grade 9 in four-year high schools, with teacher recommendation.† Only Electronic Music Lab 2 is currently listed by the University of California as meeting its subject requirement

f for admission.

Course of Study Art: KindergartenPart III: Curriculum AreasVisual and Performing Arts

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ART: KINDERGARTEN

Strands emphasized: Artistic perception; creative expression; historical and cultural context; aestheticvaluing; connections, relations, applications. This course is intended to helpstudents meet district-adopted visual arts content and performance standards.

BASIC TEXTS ANDTEACHING GUIDES

SUPPLEMENTARYRESOURCES

Turner, Portfolio: A State of the Art Program. Barrett Kendall, 1998.

Art Study Sets (19 titles; available at the IMC).

Course of Study Art: Grade 1Part III: Curriculum AreasVisual and Performing Arts

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ART: GRADE 1





Art Prints, Levels 1–3: Set A.



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ART: GRADE 2






Visual and Performing Arts Framework, California State Department of Education.



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ART: GRADE 3









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ART: GRADE 4





Art Prints, Levels 4–6: Set B




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ART: GRADE 5





Art Prints, Levels 4–6: Set B.




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ART: GRADE 6





Art Prints, Levels 4–6: Set B.



Course of Study Arts 6th (Middle School)Part III: Curriculum AreasVisual and Performing Arts

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ARTS 6TH (MIDDLE SCHOOL) (0104)

Strands emphasized: Artistic perception; creative expression; historical and cultural context; aestheticvaluing; connections, relations, applications. This course may be taught as a one-semester course or in a six-, nine-, or 12-week portion of an 18-week (one-semester)wheel course. This course is intended to help students meet district-adopted visualarts content and performance standards.



Turner, Portfolios, Barrett Kendall, 2000.



Course of Study Drama: KindergartenPart III: Curriculum AreasVisual and Performing Arts

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DRAMA: KINDERGARTEN

Strands emphasized: Artistic perception; creative expression; historical and cultural context; aestheticvaluing; connections, relations, applications. This course is intended to helpstudents meet district-adopted theatre content and performance standards.


None.

Course of Study Drama: Grade 1Part III: Curriculum AreasVisual and Performing Arts

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DRAMA: GRADE 1



None.


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DRAMA: GRADE 2



None.


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DRAMA: GRADE 3



None.


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DRAMA: GRADE 4



None.


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DRAMA: GRADE 5



None.


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DRAMA: GRADE 6



None.

Course of Study Music: KindergartenPart III: Curriculum AreasVisual and Performing Arts

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MUSIC: KINDERGARTEN

Strands emphasized: Artistic perception; creative expression; historical and cultural context; aestheticvaluing; connections, relations, applications. This course is intended to helpstudents meet district-adopted music content and performance standards.


Share the Music, Grade K, MacMillan/McGraw Hill, 1995.

Course of Study Music: Grade 1Part III: Curriculum AreasVisual and Performing Arts

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MUSIC: GRADE 1



Share the Music, Grade 1, MacMillan/McGraw Hill, 1995.


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MUSIC: GRADE 2





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MUSIC: GRADE 3





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MUSIC: GRADE 4





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MUSIC: GRADE 5





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MUSIC: GRADE 6




Course of Study Art 7th 1,2Part III: Curriculum AreasVisual and Performing Arts

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ART 7TH 1,2 (0101, 0102)

COURSEDESCRIPTION

One- or two-semester course—grade 7. Prerequisite: None.

This course is planned to develop essential basic skills of expression andunderstanding in art. It is built on and expands the art experiences of theelementary grades, offering continuing opportunities for creative expression usinga variety of art media. Experiences are general in nature, developing expressiveabilities, knowledge of art heritage, capacities to make aesthetic judgments, andability to make visual connections across subject areas. Art 7th 1 (0101) also may betaught in a six-, nine-, or 12-week portion of an 18-week (one-semester) wheelcourse.


Chapman, A World of Images: Teacher’s Resource Binder and Overhead Transparencies,Davis, 1992.

Visual and Performing Arts Framework, California State Board of Education, 1989.

Course of Study Art 8th 1,2Part III: Curriculum AreasVisual and Performing Arts

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ART 8TH 1,2 (0120, 0121)

COURSEDESCRIPTION

One- or two-semester course—grade 8. Prerequisite: Demonstrated interest andability in art.

This course is designed for students who exhibit above-average interest and abilityin art, expanding in-depth experiences in personal expression, historicalrelationships, visual judgment, aesthetic valuing, and visual literacy. Art 8th 1(0120) also may be taught in a six-, nine-, or 12-week portion of an 18-week (one-semester) wheel course.


Chapman, A World of Images: Teacher’s Resource Binder and Overhead Transparencies,Davis, 1992.

Guide for Teaching Art 7 and Art 8, San Diego City Schools, 1989, Stock No.41-F-2000.

Course of Study Art 1,2Part III: Curriculum AreasVisual and Performing Arts

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ART 1,2 (0191, 0192)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisite: None. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

This course serves as a basis for general visual art education, providing a foundationfor advanced art courses. It integrates production, aesthetics, criticism, and arthistory through the exploration of visual art elements and principles.


“Artery: Artistic Literacy” game

Artist Biography Video Resource Set

Gatto, Exploring Visual Design, Davis Publications, 2000.

Ragans, ArtTalk, Glencoe/McGraw Hill, 2000.

Course of Study Commercial Art 1,2Part III: Curriculum AreasVisual and Performing Arts

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COMMERCIAL ART 1,2 (0201, 0202)

COURSEDESCRIPTION


Commercial art emphasizes the production skills necessary to salable art services.This course includes the exploration of art careers and the history of commercialart in America.


Gatto et al., Foundations of Graphic Design, Davis Publications, 1991.

Course of Study Advertising Art 1,2Part III: Curriculum AreasVisual and Performing Arts

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ADVERTISING ART 1,2 (0211, 0212)

COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisites: Art 1,2 or Commercial Art 1,2;average ability or better in art, and specific interest in commercial art. Credit for thiscourse counts toward the Fine and Practical Arts credits required for high schoolgraduation.

This course further develops fundamental knowledge of commercial design asapplied to advertising, building upon understandings developed in commercialart.


None.

Course of Study Ceramics 1,2Part III: Curriculum AreasVisual and Performing Arts

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CERAMICS 1,2 (0231, 0232)

COURSEDESCRIPTION

One- or two-semester course—grades 10–12. Prerequisite: None. Credit for thiscourse counts toward the Fine and Practical Arts credits required for high schoolgraduation.

This studio course provides in-depth study and work in clay. Starting with designwork in form and function, instruction moves from hand-built objects to work onthe potter’s wheel and glazing, decoration, and firing.


Handbook series (10 titles), Chaselle, 1993.

Barbaformosa, The Potter’s Wheel, Barrons, 1999.

Conrad, Studio Ceramic Dictionary , A.R.T. Studio Clay Co., 1970.

Cooper, History of World Pottery, A.R.T. Studio Clay Co., 1981.

Cosentino, Encyclopedia of Pottery Techniques, Chaselle, 1990.

Gibson, Contemporary Pottery Decoration, A.R.T. Studio Clay Co., 1987.

Monlot, Clay Whistles: The Voice of Clay, Axner, 1993.

Nigrosh, Claywork: Form & Idea in Ceramic Design, Davis, 1995.

Nigrosh, Sculpting Clay, Davis, 1991.

Pottery: A Beginner’s Handbook, Weston Walch, 1978.

Woody, Handbuilding Ceramic Forms, Noonday Press, 1978.

Course of Study Ceramics 3,4Part III: Curriculum AreasVisual and Performing Arts

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CERAMICS 3,4 (0233, 0234)

COURSEDESCRIPTION

One- or two-semester course—grades 10–12. Prerequisite: Ceramics 1,2. Credit forthis course counts toward the Fine and Practical Arts credits required for highschool graduation.

This studio course provides for advanced study in hand-built and wheel-formedceramics, their appropriate design and decoration, methods of glaze application,and firing. Ceramic forms include pottery, containers, wall pieces, and sculpture.Only students with average or better ability in ceramics should be counseled intothis course.


Ceramics Resource Kit (10 books, 1 pugmill or slab roller; assorted tools.)

Handbook series (10 titles), Chaselle, 1993.

Barbaformosa, The Potter’s Wheel, Barrons, 1999.

Conrad, Studio Ceramic Dictionary , A.R.T. Studio Clay Co., 1970.

Cooper, History of World Pottery, A.R.T. Studio Clay Co., 1981.

Cosentino, Encyclopedia of Pottery Techniques, Chaselle, 1990.

Gibson, Contemporary Pottery Decoration, A.R.T. Studio Clay Co., 1987.

Monlot, Clay Whistles: The Voice of Clay, Axner, 1993.

Nigrosh, Claywork: Form & Idea in Ceramic Design, Davis, 1995.

Nigrosh, Sculpting Clay, Davis, 1991.

Pottery: A Beginner’s Handbook, Weston Walch, 1978.

Woody, Handbuilding Ceramic Forms, Noonday Press, 1978.

Guide for Teaching Ceramics 1,2, San Diego City Schools, 1974, Stock No. 41-C-1800.

Course of Study Color and Design 1,2Part III: Curriculum AreasVisual and Performing Arts

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COLOR AND DESIGN 1,2 (0241, 0242)

COURSEDESCRIPTION

Two-semester course—grades 10–12 (P). Prerequisite: Art 1,2, Commercial Art 1,2, orDesign in Mixed Media 1,2. Credit for this course counts toward the Fine andPractical Arts credits required for high school graduation.

This in-depth course in design and color concepts emphasizes literal, stylized,abstract, and non-objective application. Elements and principles of design alongwith mastery in color mixing and application are the major areas of learning.


Gatto, Exploring Visual Design, Davis Publications, 1987.

Course of Study Design in Mixed Media 1,2Part III: Curriculum AreasVisual and Performing Arts

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DESIGN IN MIXED MEDIA 1,2 (0244, 0245)

COURSEDESCRIPTION

Two-semester course—grades 9–12. (Grade 9 in four-year high schools only.)Prerequisite: None. Credit for this course counts toward the Fine and Practical Artscredits required for high school graduation.

This course introduces students to the elements and principles of design which arepart of the common core of knowledge and the foundation for understanding andcreating fine art.

The course provides students with practical experience in production of two- andthree-dimensional design art work in various media, including clay, fiber, maché,printmaking, etc.


The following books are appropriate for use with both Design in Mixed Media 1,2and Design in Mixed Media 3,4 [this list is continued under Design in MixedMedia 3,4 (0246, 0247)]:

Ayres, Monotype: Mediums and Methods of Painterly Printmaking, Watson-Guptill,1991.

Bawden, Art and Craft of Papier Mâché, Chronicle Books, 1990.

Bawden, Decorative Boxes to Create, Give, Keep, North Light Books, 1994.

Brommer, Collage Techniques, Watson-Guptill, 1994.

Cosentino, Encyclopedia of Pottery Techniques, Running Press, 1990.

Elliot, New Crafts—Tinwork, Anness, 1996.

Gair, ed., Artist’s Manual: A Complete Guide to Painting and Drawing Materials andTechnique, Chronicle Books, 1995.

Innes, Papier Mâché, Dorling Kindersley, 1995.

Course of Study Design in Mixed Media 3,4Part III: Curriculum AreasVisual and Performing Arts

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DESIGN IN MIXED MEDIA 3,4 (0246, 0247)

COURSEDESCRIPTION

Two-semester course—grades 10–12 (P). Prerequisite: Design in Mixed Media 1,2;average or better ability and specific interest in mixed media. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

This course offers further exploration into the historical background of two-andthree-dimensional design art work, as well as further experience in the mixedmedia production techniques acquired in Design in Mixed Media 1,2.


[This list is continued from Design In Mixed Media 1,2 (0244, 0245).]

Jackson, Encyclopedia of Origami and Papercraft, Running Press, 1991.

Laplantz, Cover to Cover, Sterling Publishers, 1995.

Larbalestier, Art and Craft of Collage, Chronicle Books, 1995.

Leclair, Art of Watercolor, Watson-Guptill, 1994.

Maguire, New Crafts—Wirework, Anness, 1996.

McCarthy, Making Books by Hand, North Light, 1997.

McCormick, Papier Mâché Style, Chilton Publishers, 1997.

Orban, Fiberarts Design Book IV, Sterling Publishers, 1993.

Reader’s Digest, Reader’s Digest Crafts and Hobbies.

Ruxford, Three-Dimensional Illustration, Watson-Guptill, 1992.

Schlemm, Best of Watercolor, North Light, 1995.

Shannon, Art and Craft of Paper, Chronicle Books, 1994.

Toale, Basic Printmaking Techniques, Davis Publishers, Inc., 1992.

Watson, Creative Handmade Paper, Search Press, 1992.

Wolfe, 3-D Wizardry Design in Paper Mâché, Plaster, and Foam, Davis Publishers,1995.

Ziegler Greco, Paper Sculpture Step-by-Step Guide, Rockport Publishers, 1994.

Course of Study Drawing and Painting 1,2Part III: Curriculum AreasVisual and Performing Arts

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DRAWING AND PAINTING 1,2 (0271, 0272)

COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisite: Art 1,2. If scheduling permits,this course should be preceded by Color and Design 1,2 and/or Life Drawing 1,2.Credit for this course counts toward the Fine and Practical Arts credits required forhigh school graduation.

This course is designed for students who have demonstrated talent in prerequisitecourses and who desire to pursue a sequence of studies in art. Primary emphasis isplaced on drawing, composition, and painting and in knowing and applying avariety of techniques and styles to develop individual personal creative expression.


Drawing & Painting Resource Set (13 books, 5 videos, 6 slide sets).

Course of Study Explorations in Art 1,2Part III: Curriculum AreasVisual and Performing Arts

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EXPLORATIONS IN ART 1,2 (0291, 0292)

COURSEDESCRIPTION

Two-semester course—grades 10–12 (P). Prerequisite: High academic achievement.Credit for this course counts toward the Fine and Practical Arts credits required forhigh school graduation.

This course is designed for students who would typically be enrolled in advancedand honors courses. The course provides in-depth study of the cultural back-grounds, contributions, and functions of art, past and present, including the con-tributions of various ethnic groups. It explores themes which have impelled artiststo create, provides intellectual bases for making aesthetic judgments in the visualarts in relation to personal and community life, and develops the capacity to enjoyaesthetic expression in diverse forms. Discussions, field trips, and slide/film studyare a major part of instruction. Students typically will complete a research paper ona specific period of art history of their choosing related to their area of interest. Thecourse helps prepare students for the Advanced Placement Examination in ArtHistory.


None.

Course of Study Individualized Art 1,2Part III: Curriculum AreasVisual and Performing Arts

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INDIVIDUALIZED ART 1,2 (0321, 0322)

COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisites: Satisfactory completion of twoyears of art, recommendation of teacher, and presentation of art portfolio. Credit forthis course counts toward the Fine and Practical Arts credits required for highschool graduation.

This course provides opportunities for students to develop individual styles oflearning in content consistent with other basic art courses. Students enrolled inthis course should possess sufficient interest, maturity and motivation in art toenable them to define their area of interest and plan with the teacher an acceptableprogram of individualized study. Students typically will complete a research paperon a specific period of art history of their choosing related to their area of interestand connecting their particular art form to other art forms or careers.


Sprintzen, Crafts: Contemporary Design and Technique, Davis Publishing Co., 1987.

Brommer, Exploring Drawing, Davis Publishing Co., 1988.

Brommer, Exploring Painting, Davis Publishing Co., 1988.

Williams, Sculpture, Davis Publishing Co., 1989.

Course of Study Printmaking 1,2Part III: Curriculum AreasVisual and Performing Arts

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PRINTMAKING 1,2 (0361, 0362)

COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisite: Art 1,2, Color and Design 1,2also recommended. Credit for this course counts toward the Fine and Practical Artscredits required for high school graduation.

This studio course is devoted to the design and creation of quality prints in blackand white and in color, including lino-cut, woodcut, silk screen, and etching.Students work with composition, color, and design principles. Instruction alsoincludes a study of the history of printmaking in terms of cultural and ethniccontributions. Areas of emphasis include relief printing, screen printing, intaglioprinting, and presentation.


None.

Course of Study Senior Art Studio 1,2Part III: Curriculum AreasVisual and Performing Arts

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SENIOR ART STUDIO 1,2 (0371, 0372)

COURSEDESCRIPTION

Two-semester course—grade 12 (P). Prerequisites: “B” grade or better in two artcourses and recommendation by art teacher. Credit for this course counts towardthe Fine and Practical Arts credits required for high school graduation.

This course is developed to meet the needs and interests of art students with thehighest achievement levels demonstrated in previous art courses. For greater depthof understanding, art exhibitions and critiques are used to stimulate these advancedstudents.


Blake, Portrait Drawing, Watson-Guptill, 1981.

Bywaters, Figure Drawing, Crystal.

Dawson, Capturing Light and Color with Pastel, North Light Books, 1991.

Deseyne/Naudet, How to Paint with Markers, Watson-Guptill, 1990.

Gair, ed., Artist’s Manual: A Complete Guide to Painting and Drawings Materials andTechniques, Chronicle Books, 1995.

Harrison, Encyclopedia of Acrylic Techniques, Running Press, 1994.

Harrison, Encyclopedia of Watercolor Techniques, Running Press, 1990.

Johnson, Creating Textures in Watercolor, North Light Books, 1992.

Martin, Encyclopedia of Colored Pencil Techniques, Running Press, 1992.

Nice, Sketching Your Favorite Subjects in Pen and Ink, North Light Books, 1993.

Sheppard, Bringing Textures to Life, North Light Books, 1993.

Slade, Encyclopedia of Illustration Techniques, Running Press, 1997.

Acrylic—Special Techniques, Crystal.

Drawing with Charcoal, Crystal.

Drawing with Pastels, Crystal, 1997.

Wolfe, Basic People Painting, North Light, 1996.

Course of Study Advanced Placement Studio Art, General Portfolio 1,2Part III: Curriculum Areas Advanced Placement Studio Art, Drawing Portfolio 1,2Visual and Performing Arts

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ADVANCED PLACEMENT STUDIO ART,GENERAL PORTFOLIO 1,2 (0375, 0376)

ADVANCED PLACEMENT STUDIO ART,DRAWING PORTFOLIO 1,2 (0377, 0378)

COURSEDESCRIPTION

Two-semester courses—grades 11–12 (HP). Prerequisites: Grade of “B” or better intwo full-year art courses; recommendation of art teacher. Credit for these coursescounts toward the Fine and Practical Arts credits required for high schoolgraduation.

These courses provide instruction for highly skilled, exceptional students in two-or three-dimensional original artwork. The courses assist these students in thepreparation of a portfolio for the Advanced Placement program in studio art. Thereare two distinct portfolios: the general portfolio and the drawing portfolio. Oncetheir portfolios are identified, students pursuing these courses may workconcurrently with students and instructor in Senior Art Studio 1,2.


Katz et al., Themes and Foundations of Art, NTC Publishing, 2000.

Course of Study Advanced Placement Art History 1,2Part III: Curriculum AreasVisual and Performing Arts

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ADVANCED PLACEMENT ART HISTORY 1,2 (0381, 0382)

COURSEDESCRIPTION

Two-semester course—grades 10–12 (HP). Prerequisite: Identified as academicallyable. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation. This course also may be taught in a seminarsetting.

This course is designed to prepare students for the Advanced PlacementExamination for college credit. Through slide-illustrated lectures, field trips,discussions, and participation in special projects, students will explore the themesthat have impelled artists to be creative. The course will present a historical as wellas an analytical approach to art and its place in Western and non-Westerncivilizations through an in-depth, discipline-based approach to art. These coursesmay be taught in the regular education setting as well as in cluster or seminarsettings.


Kleiner et al., Gardner’s Art Through the Ages, 11th ed., Harcourt College Publishers,2001.

Stokstad, Art History, Prentice Hall, 1999.

Course of Study Multilevel Fine Art 9th–12thPart III: Curriculum AreasVisual and Performing Arts

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MULTILEVEL FINE ART 9TH–12TH (7571)

COURSEDESCRIPTION

Single-semester or multisemester course—grades 9–12. Prerequisite: None. Creditfor this course counts toward the Fine and Practical Arts credits required for highschool graduation.

This course provides elective credit to special education students through anadapted program which includes some of the major outcomes of the regularcurriculum in visual art or music. This special education course enables studentswith special needs to have the fine art credit needed for graduation.


None.

Course of Study Speech 8thPart III: Curriculum Areas Speech 7thVisual and Performing Arts

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SPEECH 8TH (1401)SPEECH 7TH (1449)

COURSEDESCRIPTION

One-semester course. Prerequisite: None.

Speech 7th and Speech 8th are one-semester courses that focus on improving thespeaking effectiveness of all students for use in their daily lives. Emphasis is oninterpersonal and group communication, public speaking, debate, interpretivespeaking, and theater and the media.

These courses also may be taught in a six-, nine-, or 12-week portion of an 18-week(one-semester) wheel course.


Newcombe, Communication, An Introduction to Speech, Prentice Hall Allyn andBacon, 1988.

Course of Study Communications 8thPart III: Curriculum AreasVisual and Performing Arts

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COMMUNICATIONS 8TH (1402)

COURSEDESCRIPTION

One-semester course—grade 8. Prerequisite: None.

Communications 8th is an elective course designed to meet the needs and developthe skills of students for effective interpersonal, group and public communications.The course focuses on experiential learning through student participation in avariety of communications experiences. Activities include role playing, inter-viewing, discussion, pantomime, selected theater games, creative drama, oral in-terpretation, Readers’ Theater, and a variety of public speaking situations.

This course also may be taught in a six-, nine-, or 12-week portion of an 18-week(one-semester) wheel course.


Guide for Teaching Communications 8th , San Diego City Schools, 1975, Stock No.41-C-5920.

Course of Study Public Speaking 1,2Part III: Curriculum AreasVisual and Performing Arts

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PUBLIC SPEAKING 1,2 (1415, 1416)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisite: None for Public Speaking 1, butPublic Speaking 2 must be preceded by Public Speaking 1. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

This course in oral communication interrelates reading, writing, and languagestudy. Students research, write, and deliver speeches for a variety of purposes, bothinformal and formal, to many different audiences. Emphasis is on performance of avariety of different types of speeches, including speeches to inform, to persuade, toentertain, and to communicate.


Franklin and Clark, Essentials of Speech Communication, McDougal, Littell, 2001.

Phillips, Basic Debate, Glenco, 1997.

Fletcher, How to Design and Deliver Speeches,Longman, 2001.

Timm, The Basics: Speech Communication, South-Western, 2000.

San Diego City Schools Speech Arts League Participation Guide, San Diego City Schools,1993–1994, Stock No. 41-V-5100.

Teacher Resource Kits (transparencies and videos)


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COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisite: Public Speaking 1,2. Credit forthis course counts toward the Fine and Practical Arts credits required for highschool graduation.

This course is directed primarily toward platform speaking. Laboratoryexperiences are provided through participation in the San Diego City Schools’ Co-Curricular Speech Arts League program. Emphasis is on composition and deliveryof effective speeches, understanding of historical and social functions of speech,and development of thinking and listening skills for critical analysis.









VAPA-51


COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: Public Speaking 3,4. Creditfor this course counts toward the Fine and Practical Arts credits required for highschool graduation.

This course concentrates on rhetorical theory and criticism and the significance ofpublic speaking, with emphasis on rhetorical speech, legislative debate, didactic,and implicative methods of presentation, criticism, research paper presentation,and business and professional speeches.








Course of Study Interpersonal Communications 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-52

INTERPERSONAL COMMUNICATIONS 1,2 (1421, 1422)

COURSEDESCRIPTION

Two semester course—grades 10–12. Prerequisite: None. Elective credit is grantedfor this course.

This course develops communication skills through activities that facilitate betterunderstanding of self and others through experiential examination of thedimensions of interpersonal interactions and human values. Communicationsskills emphasized are those needed to initiate, develop, and maintain effective andfulfilling relationships through listening, empathizing, clarifying, verbalizingemotions, sharing experiences, communicating nonverbally, providing feedback,reporting and interviewing.


None.

Course of Study Drama 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-53

DRAMA 1,2 (1423, 1424)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisite: None for Drama 1, but Drama 2must be preceded by Drama 1. Credit for this course counts toward the Fine andPractical Arts credits required for high school graduation.

The first year’s instruction in drama is directed primarily toward acquiringperformance and language skills through acting, reading, speaking, listening,writing, and body control. The student will observe and evaluate elements ofproduction and identify the significance of dramatics in the media and theworkplace.


Classroom Resource Set.

Visual and Performing Arts Framework for California Public Schools, California StateDepartment of Education, Sacramento, 1989.

Guide for Teaching Drama 1-2 , San Diego City Schools, 1986, Stock No. 41-D-6010.

Speech Arts League Participation Guide, San Diego City Schools, 1993, Stock No.41-V-5100.


VAPA-54

DRAMA 3,4 (1425, 1426)

COURSEDESCRIPTION

Two-semester course—grades 10–12. Prerequisite: Drama 1,2. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

The second year’s instruction in drama emphasizes the practical application ofdramatic theory and relates dramatic expression to cultural development byinvolving students in a variety of production techniques, including makeup,analysis, and stagecraft. Research and performance of scenes with historicaland/or cultural contexts are covered.







VAPA-55

DRAMA 5,6 (1427, 1428)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: Drama 3,4. Credit for thiscourse counts toward the Fine and Practical Arts credits required for high schoolgraduation.

The third year’s instruction in drama is directed primarily toward play production,critical analysis, and original dramatic writing. Coursework provides a realisticbalance between concepts and performance.







VAPA-56

DRAMA 7,8 (1429, 1430)

COURSEDESCRIPTION

Two-semester course—grade 12 (P). Prerequisite: Drama 5,6. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

The fourth year’s instruction in drama is directed toward leadership and careerdevelopment in theater arts. This course will expand the student’s capacity to write,direct, and produce complex characters, scenes, and plays. Development ofadvanced entry-level competencies for careers in artistic or technical theater areexplored.






Course of Study Drama 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-57

DRAMA 6TH–8TH (1439)

COURSEDESCRIPTION

Course length varies according to the school. Prerequisite: None.

This course is an introduction to the techniques of theater and is directed towardhelping students acquire performance and communication and problem-solvingskills through acting, reading, speaking, listening, writing, and body control. Thiscourse may be taught in a six-, nine-, or 12-week portion of an 18-week (one-semester) wheel course.




Selected individual works of drama.

Course of Study Children’s Theatre 1,2; 3,4Part III: Curriculum AreasVisual and Performing Arts

VAPA-58

CHILDREN’S THEATRE 1,2; 3,4 (1447, 1448; 1450, 1451)

COURSEDESCRIPTION

Two-semester course—grades 9–12. (Grade 9 in four-year high schools only.)Prerequisite: Local option. Credit for this course counts toward the Fine andPractical Arts credits required for high school graduation.

This course is designed to provide opportunities for students to learn thefundamentals of children’s theatre. Emphasis will be on reading and writingoriginal scripts and analyzing plays for young audiences. Opportunities forproduction and performance are included as part of this course.


None.

Course of Study Performing Arts 6thPart III: Curriculum AreasVisual and Performing Arts

VAPA-59

PERFORMING ARTS 6TH (1452)

COURSEDESCRIPTION

Exploratory wheel—grade 6. Prerequisite: None.

Students receive 12 weeks each of art, drama, and music. The course is designed tolet students explore these three performing and visual arts before deciding on full-year courses. Skills included are mime and improvisation, read-aloud technique,puppetry, and monologue work.

This course may be taught in a six-, nine-, or 12-week portion of an 18-week (one-semester) wheel course.


None

Course of Study Stage Craft 7th–8thPart III: Curriculum Areas Stage Craft 9th–12thVisual and Performing Arts

VAPA-60

STAGE CRAFT 7TH–8TH (8444)STAGE CRAFT 9TH–12TH (8445)

COURSEDESCRIPTION

One- or two-semester course—grades 7–8 (8444) or grades 9–12 (8445).Prerequisite: Local option. Credit for course 8445 counts toward the Fine andPractical Arts credits required for high school graduation.

This course provides students with fundamental knowledge and skills in thetechniques and management of staging for drama, CCTV, and similar schoolproductions. Students receive instruction and experience in set design andconstruction, stage equipment, recording, lighting, and sound effects.


Busti, Stage Production Handbook, Theatre Things, 1992.

Raoul, Stock Scenery Construction: Companion Videos, Broadway Press, 1992.

Course of Study Music 7th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-61

MUSIC 7TH–8TH (5001)

COURSEDESCRIPTION

One-semester course—grades 7–8. Prerequisite: None.

This course provides students with a common core of musical knowledge throughexperience-based music involvement and balanced music study. The coursestresses participation through active listening and through problem solving relatedto music. A fundamental knowledge of what music is and what makes music isessential in the education of the student.

This course is intended to help students meet music content standards M–7/8.1through M–7/8.5.


Davidson, Share the Music, McGraw Hill, 1997.

Guide For Teaching Music 7, San Diego City Schools, 1989, Stock No. 41-F-3000.

Course of Study Beginning Band 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-62

BEGINNING BAND 6TH–8TH (5003)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: Ability to play, or interest inlearning to play, a musical instrument; selection by teacher and counselor.

This course provides instruction in the basic principles of musicianship andfamiliarity with standard band literature. Students will learn to play a standardband instrument in an ensemble setting and to read and understand the languageof music.


Essential Elements 2000, Hal Leonard, 2000; and site-selected music.

Course of Study Intermediate Band 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-63

INTERMEDIATE BAND 6TH–8TH (5004)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: Ability to play a musicalinstrument; selection by teacher and counselor.

Intermediate Band 6th–8th is offered to students who have completed BeginningBand 6th–8th or who have had equivalent study and experience. Students willfurther their expertise on their chosen band instrument in an ensemble setting,learning more complex musical notation, rhythms, and terminology.



Course of Study Advanced Band 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-64

ADVANCED BAND 6TH–8TH (5005)

COURSEDESCRIPTION


Advanced Band 6th–8th is offered to students who have completed IntermediateBand 6th–8th or who have had equivalent study and experience. Students willlearn and play advanced band literature in an ensemble setting with technical skilland musical knowledge and sensitivity. Advanced Band students will presentmore frequent public performances.



Course of Study Chorus 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-65

CHORUS 6TH–8TH (5006)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: None.

This course provides instruction in the basic principles of musicianship andfamiliarity with standard vocal literature. Students will learn musical notation andterminology and develop proper singing tone and vocal technique in an ensemblesetting while performing a variety of choral repertoire.


Site-selected music and other musical materials, such as sight-reading exercises,rhythm and melodic instruments, and musical notation and theory activities.

Course of Study Beginning Orchestra 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-66

BEGINNING ORCHESTRA 6TH–8TH (5007)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: Ability to play, or interest inlearning to play, a musical instrument; selection by teacher and counselor.

This course provides instruction in the basic principles of musicianship andpromotes familiarity with standard orchestral literature. Students will learn to playa standard instrument of the orchestra in an ensemble setting and to read andunderstand the language of music.


Site-selected music and materials.

Course of Study Intermediate Orchestra 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-67

INTERMEDIATE ORCHESTRA 6TH–8TH (5008)

COURSEDESCRIPTION


This course is offered to students who have completed Beginning Orchestra 6th–8th or who have equivalent study and experience. Students will further theirexpertise on their chosen instrument in an ensemble setting, learning morecomplex musical notation, rhythms, and terminology.



Course of Study Advanced Orchestra 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-68

ADVANCED ORCHESTRA 6TH–8TH (5009)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: Ability to play an instrument;selection by teacher and counselor.

This course is offered to students who have completed Intermediate Orchestra 6th–8th or who have equivalent study and experience. Students will learn and playadvanced orchestra literature in an ensemble setting with technical skill andmusical knowledge and sensitivity. Advanced Orchestra students will presentmore frequent public performances.



Course of Study Beginning Chorus 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-69

BEGINNING CHORUS 6TH–8TH (5011)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: Ability to sing on pitch; selectionby teacher and counselor.

This course provides instruction in the basic principles of musicianship andpromotes familiarity with standard vocal literature. Students will learn musicalnotation and terminology and develop proper singing tone and vocal technique inan ensemble setting while performing a variety of choral repertoire.


Site-selected music and other musical materials, such as sight-reading exercises,rhythm and melodic instruments, and musical notation and theory activities.

Course of Study Intermediate Chorus 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-70

INTERMEDIATE CHORUS 6TH–8TH (5012)

COURSEDESCRIPTION


This course is offered to students who have completed Beginning Chorus 6th–8thor who have equivalent study and experience. Students will learn more complexmusical notation and terminology and develop increased expertise in propersinging tone and vocal technique in an ensemble setting while performing avariety of choral repertoire.



Course of Study Advanced Chorus 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-71

ADVANCED CHORUS 6TH–8TH (5013)

COURSEDESCRIPTION


This course is offered to students who have completed Intermediate Chorus 6th–8th or who have equivalent study and experience. It explores more deeply the areasof learning described in Intermediate Chorus 6th–8th and provides the opportunityto participate in musical experiences that develop advanced skills in choralsinging. Students in Advanced Chorus will present more frequent publicperformances.



Course of Study Music 6thPart III: Curriculum AreasVisual and Performing Arts

VAPA-72

MUSIC 6TH (5015)

COURSEDESCRIPTION

One-semester course—grade 6. Prerequisite: None.

This course provides the grade 6 student with a common core of musicalknowledge through experience-based music involvement and balanced musicalstudy. The course stresses participation through active listening and throughhands-on musical activities. A fundamental knowledge of what music is and whatmakes music is essential in the education of the grade 6 student.

This course may be taught in a six-, nine-, or 12-week portion of an 18-week (one-semester) wheel course.


Davidson, Share the Music, Grade 6, McGraw Hill, 1995.

Course of Study Beginning Band (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-73

BEGINNING BAND (SENIOR HIGH) 1,2 (5020, 5021)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisites: Ability to play, or interest inlearning to play an instrument; selection by teacher and counselor. Credit for thiscourse counts toward the Fine and Practical Arts credits required for high schoolgraduation.

This course provides instruction in the basic principles of musicianship andstandard band literature. Students will learn to play a standard band instrumentin an ensemble setting. Expertise and appreciation is gained through performanceof a wide variety of musical literature. Instruction of music theory is introducedand reinforced.


Feldstein, Yamaha Band Student, Book 1, Alfred Publishing, 1989.

Kinyon et al., Yamaha Band Ensembles, Book 1, Balboa Music Co., 1989.

— and/or —

Site-selected sheet music

Course of Study Intermediate Band (Junior High)Part III: Curriculum AreasVisual and Performing Arts

VAPA-74

INTERMEDIATE BAND (JUNIOR HIGH) (5025)

COURSEDESCRIPTION

Two-semester course—grades 7–9. Prerequisites: Ability to play an instrument;selection by teacher and counselor. Credit for this course counts toward the Fineand Practical Arts credits required for high school graduation, when the course iscompleted at grade 9.

Intermediate Band (Junior High) is offered to students who have completedbeginning band work or who have had equivalent study and experience. Studentswill further their expertise on their chosen band instrument in an ensemble setting,learning more complex musical notation, rhythms, and terminology.



Course of Study Advanced Band (Junior High)Part III: Curriculum AreasVisual and Performing Arts

VAPA-75

ADVANCED BAND (JUNIOR HIGH) (5030)

COURSEDESCRIPTION

Two-semester course—grades 7–9 (P). Prerequisites: Selection by teacher andcounselor. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation, when the course is completed at grade 9.

Advanced Band (Junior High) is offered to students who have completedIntermediate Band or who have had equivalent study and experience. Studentswill learn and play advanced band literature in an ensemble setting with technicalskill and musical knowledge and sensitivity. Advanced Band students will presentmore frequent public performances.



Course of Study Instrumental Ensemble 6th–8thPart III: Curriculum AreasVisual and Performing Arts

VAPA-76

INSTRUMENTAL ENSEMBLE 6TH–8TH (5048)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisites: Ability to play an instrument;selection by teacher on an audition basis.

This advanced course is for a selected instrumentation of musically experiencedstudents. It will normally consist of one or two balanced ensembles in whichstudents learn a variety of musical literature. String, woodwind, or brass ensemblewould be appropriate for this class. Students in an instrumental ensemble willparticipate in frequent public performances.



Course of Study Beginning Choir (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-77

BEGINNING CHOIR (SENIOR HIGH) 1,2 (5050, 5051)

COURSEDESCRIPTION

Two-semester courses—grades 9–12. Prerequisite: Ability to sing on pitch;selection by teacher and counselor. Credit for this course counts toward the Fineand Practical Arts credits required for high school graduation.

This course provides instruction in the basic principles of musicianship andpromotes familiarity with standard choral literature. Choir may be made up ofmixed voice or separate groups selected on the basis of voice quality or range. Thiscourse is designed for students with no previous choral experience.


The High School Sight Singer, Volumes I, II, II, IV, Masterworks Press; and site-selected music.

Course of Study Intermediate Choir (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-78

INTERMEDIATE CHOIR (SENIOR HIGH) 1,2 (5055, 5056)

COURSEDESCRIPTION

Two-semester courses—grades 9–12. Prerequisite: Ability to sing on pitch witha voice quality that blends with the choir; selection by teacher on an auditionbasis. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation.

This course is offered to students who have completed Beginning Choir (SeniorHigh) or who have equivalent study and experience. Students will learn andperform a variety of quality choral literature in at least two to three parts and inlanguages other than English. Choir may be made up of mixed voiced or separategroups selected on the basis of voice quality or range.


The High School Sight Singer, Volumes I, II, III, IV, Masterworks Press, 1999 and 2000;and site-selected music.

Course of Study Advanced Choir (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-79

ADVANCED CHOIR (SENIOR HIGH) 1,2 (5060, 5061)

COURSEDESCRIPTION

Two-semester courses—grades 9–12. Prerequisite: Ability to sing on pitch witha voice quality that blends with the choir; selection by teacher on an auditionbasis. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation.

This course is offered for students who have completed Intermediate Choir (SeniorHigh) or who have equivalent study and experience. Students will learn andperform a variety of choral literature in at least three to four parts and in two ormore languages other than English. Students will learn advanced skills andtechniques in choral singing. Advanced Choir students will present more frequentpublic performances. Choir may be made up mixed voice or separate groupsselected on the basis of voice quality or range.


The High School Sight Singer, Volumes I, II, III, IV, Masterworks Press, 1999 and 2000;and site-selected music.

Course of Study Beginning Guitar 7th–8thPart III: Curriculum Areas Intermediate Guitar 7th–8thVisual and Performing Arts Guitar 1,2

VAPA-80

BEGINNING GUITAR 7TH–8TH (5091)INTERMEDIATE GUITAR 7TH–8TH (5092)

GUITAR 1,2 (5391, 5392)

COURSEDESCRIPTION

Two-semester courses—grades 7–8; 9–12. Prerequisite: Interest in learning to playa musical instrument. Students may need to furnish their own guitars. Credit forthis course counts toward the Fine and Practical Arts credits required for highschool graduation, when the course is completed at grades 9–12.

These courses are designed to provide opportunities for students to learn the basicfundamentals of guitar playing. Students will learn fundamentals of music readingand notation and perform guitar music in several styles and from a variety ofhistorical periods and cultures. No previous guitar experience is required.


Gustafson, The Art of Guitar: Beginning Class Method, Kjos, 1997; and site-selectedmusic.

Course of Study Instrumental Ensemble 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-81

INSTRUMENTAL ENSEMBLE 1,2 (5101, 5102)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisite: Selection by teacher on auditionbasis. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation.

This advanced course is for a selected instrumentation of musically experiencedstudents. It will normally consist of one or two balanced ensembles. String,woodwind, or brass ensemble would be appropriate for this class. Students willlearn and play a variety of challenging instrumental ensemble literature, and learnadvanced ensemble techniques and skills. Students in an instrumental ensemblewill participate in frequent public performances.


Site-selected music.

Course of Study Piano 1-2Part III: Curriculum AreasVisual and Performing Arts

VAPA-82

PIANO 1-2 (5120, 5121)

COURSEDESCRIPTION

Year course—grades 9–12. Prerequisites: Ability to play or interest learning to playpiano. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation.

This year course provides instruction in the basic principles of musicianship andpromotes familiarity with standard piano technique and literature.




VAPA-83

PIANO 3-4 (5122, 5123)

COURSEDESCRIPTION

Year course—grades 9–12. Prerequisites: Piano 1-2 with a grade of “B” or better.Credit for this course counts toward the Fine and Practical Arts credits required forhigh school graduation.

This year course will develop and expand technical and foundations skills inpiano keyboard and the elements of music. Students will broaden their knowledgeof and ability to use the elements of music, increase technical skills throughspecifically designed keyboard exercises and chord and scale study, and beintroduced to more challenging piano literature appropriate to their individualabilities. In addition, students will have performance opportunities and beginwriting simple piano compositions.

Instructional topics include piano technique, music notation and terminology,scales and exercises, chord constructions and progressions, rhythm structures,sight-reading skills, simple improvisation, piano composition, piano repertoireand solo/duo piano performance.




VAPA-84

PIANO 5-6 (5140, 5141)

COURSEDESCRIPTION

Year course—grades 11–12. Prerequisites: An advanced level of keyboardcompetency and music reading skills; consent of instructor. Elective credit isgranted for this course.

This year course is designed for the advanced piano student who wishes toincrease his or her technical, composition, and accompaniment skills in both theclassical and popular traditions. Students will perform piano music in severalstyles and from a variety of historical periods and cultures and be introduced tomore challenging piano literature appropriate to their individual abilities. Studentswill receive instruction on improvisational techniques, composition, and musicalarranging. Students will have frequent opportunities for performance andaccompaniment.



Course of Study Intermediate Band (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-85

INTERMEDIATE BAND (SENIOR HIGH) 1,2 (5320, 5321)

COURSEDESCRIPTION

Semester course—grades 9–12. (May be repeated.) Prerequisites: Ability to play aninstrument and the approval of the director. Credit for this course counts towardthe Fine and Practical Arts credits required for high school graduation.

Intermediate Band (Senior High) is offered to students who have completedbeginning band work or who have had equivalent study and experience. Studentswill further their expertise on their chosen band instrument in an ensemble setting,learning more complex musical notation, rhythms, and terminology.



Course of Study Advanced Band (Senior High)Part III: Curriculum AreasVisual and Performing Arts

VAPA-86

ADVANCED BAND (SENIOR HIGH) (5325)

COURSEDESCRIPTION

Semester course—grades 9–12 (P). (May be repeated.) Prerequisites: Selection byteacher and counselor. Credit for this course counts toward the Fine and PracticalArts credits required for high school graduation.

Advanced Band (Senior High) is offered to students who have completedIntermediate Band or have had equivalent study and experience. Students willlearn and play advanced band literature in an ensemble setting with technical skilland musical knowledge and sensitivity. Advanced Band students will presentmore frequent public performances. This course may include marching for paradesand field shows, as well as for service to the school and community. In some highschools, Advanced Band members may fulfill their fall semester physical educationrequirement by enrolling in Course No. 5483, Physical Education—MarchingBand.



Course of Study Jazz Ensemble 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-87

JAZZ ENSEMBLE 1,2 (5330, 5331)

COURSEDESCRIPTION

Semester course—grades 9–12 (P). (May be repeated.) Prerequisite: Selection byteacher on audition basis. Credit for this course counts toward the Fine andPractical Arts credits required for high school graduation.

This course is for a selected instrumentation and/or voices of musicallyexperienced students. It will usually consist of an ensemble appropriate forperforming a variety of jazz literature. Students will learn skills and techniquesnecessary for performing jazz literature. Jazz Ensemble students will present morefrequent public performances.



Course of Study Orchestra (Senior High) 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-88

ORCHESTRA (SENIOR HIGH) 1,2 (5335, 5336)

COURSEDESCRIPTION

Year course—grades 9–12 (P). Prerequisite: Selection by teacher or counselor.Credit for this course counts toward the Fine and Practical Arts credits required forhigh school graduation.

The course provides students opportunities to participate in musical experiencesthat develop advanced skills in orchestral playing. Students will learn and playquality, challenging orchestral literature in an ensemble setting with technical skilland musical knowledge and sensitivity. Advanced orchestra students will presentmore frequent public performances.



Course of Study Choir 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-89

CHOIR 1,2 (5360, 5361)

COURSEDESCRIPTION

Two-semester course—grades 9–12 (P). Prerequisites: Selection by teacher andcounselor. Credit for this course counts toward the Fine and Practical Arts creditsrequired for high school graduation.

This course is intended to be a highly advanced choir. Students will learn andperform a variety of quality, challenging choral literature in at least four parts andin two or more languages other than English. Students will learn advanced skillsand techniques in choral singing. Students will present more frequent publicperformances. Choir may be made up of mixed voices or groups selected on thebasis of voice range or quality. Because Choir requires advanced choral technique,careful selection by audition is necessary.


The High School Sight Singer, Volumes I, II, III, IV, Masterworks Press; and site-selected music.

Course of Study Choral Ensemble 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-90

CHORAL ENSEMBLE 1,2 (5365, 5366)

COURSEDESCRIPTION

Semester course—grades 10–12 (P). (May be repeated. Open to grade 9 students infour-year high schools only.) Prerequisite: Selection by teacher on audition basis.Credit for this course counts toward the Fine and Practical Arts credits required forhigh school graduation.

Choral Ensemble is the most advanced course in the choral music program.Students will learn and perform a variety of quality, challenging choral ensembleliterature in at least four parts and in three or more languages other than English.Students will learn advanced skills and techniques in choral singing. Choralensemble may be made up of mixed voices or groups selected on the basis of vocalrange or quality. Students will present more frequent public performances. Inaddition to choir performance, the ensemble may perform in festivals, atcommunity functions, and on radio and television. Because choral ensemblerequires advanced choral technique, careful selection by audition is necessary.


The High School Sight Singer, Volumes I, II, III, IV, Masterworks Press; and site-selected music.

Course of Study Music Theory 1-2Part III: Curriculum AreasVisual and Performing Arts

VAPA-91

MUSIC THEORY 1-2 (5371, 5372)

COURSEDESCRIPTION

Year course—grades 9–12 (P). Prerequisites: Marked interest and background inmusic; selection by teacher and counselor. Credit for this course counts toward theFine and Practical Arts credits required for high school graduation.

This course is designed for students who have an interest in advanced musicstudy. Students will learn to identify and use the standard vocabulary andlanguage of music, particularly rhythm, melodic line, harmonic content, andmusical structure.


Ottman, Elementary Harmony, Theory and Practice, 3rd ed., 1983, and Workbook,Prentice-Hall, 1970.

Course of Study Advanced Placement Music Theory 1-2Part III: Curriculum AreasVisual and Performing Arts

VAPA-92

ADVANCED PLACEMENT MUSIC THEORY 1-2 (5373, 5374)

COURSEDESCRIPTION

Year course—grades 10–12 (HP). Prerequisites: Ability to read and write musicalnotation; recommendation by teacher and counselor. Credit for this course countstoward the Fine and Practical Arts credits required for high school graduation.

This course is for students who wish to pursue a college-level study of theory.Frequent homework assignments are to be expected. The course helps preparestudents for the Advanced Placement Examination. Students will learn to identifyand use the standard vocabulary and language of music at an advanced level,particularly rhythm, melodic line, harmonic content, and musical structure.


Kotska et al., Tonal Harmony With an Introduction to 20th Century Music, 3d. ed.,Glencoe, 1995.

Course of Study Music Appreciation 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-93

MUSIC APPRECIATION 1,2 (5381, 5382)

COURSEDESCRIPTION


This course is a survey of music from primitive times to the present. Enjoyment andunderstanding of music are developed by listening, class discussion, hands-onmusical activities, and reading.


Charles Fowler, Music! Its Role and Importance in Our Lives (with recordings),Glencoe McGraw-Hill, 2000.

Course of Study Electronics Music Laboratory 1,2Part III: Curriculum AreasVisual and Performing Arts

VAPA-94

ELECTRONIC MUSIC LABORATORY 1,2 (5385, 5386)

COURSEDESCRIPTION

Two-semester course—grades 10–12 (P). Prerequisite: Consent of instructor. Creditfor this course counts toward the Fine and Practical Arts credits required for highschool graduation. (Note: Only course 5386 is currently listed by the University ofCalifornia as meeting its subject requirement for admission.)

This course provides for the development of skills that will allow students toexperiment, to compose, and to listen critically in the electronic music medium.Students will learn and apply techniques for using electronic equipment, employthe science of acoustics, and organize electronic sounds into musical compositions.


Mauricio, Fundamentals of Music Technology, Consultant Help Inc., 1992.

Eiche, The “What’s A” series, Consultant Help Inc., 1990.

Course of Study Guitar 3,4Part III: Curriculum AreasVisual and Performing Arts

VAPA-95

GUITAR 3,4 (5393, 5394)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisites: Ability to play guitar; selectionby teacher and counselor. Credit for this course counts toward the Fine andPractical Arts credits required for high school graduation.

This two-semester course is offered to students who have completed Guitar 1,2 orwho have equivalent study and experience. Students will learn more advancedtechniques of guitar performance, music reading, and notation and perform guitarmusic in several styles and from a variety of historical periods and cultures.


Gustafson, The Art of Guitar: Beginning Class Method, Kjos, 1997; and site-selectedmusic.

visual and performing...

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