(1) The media arts content standards for sixth through eighth grades are that each student will:

(a) produce ideas, goals, and solutions for original media artworks;

(b) analyze ideas, plans, prototypes, and creative processes for media arts productions;

(c) improve the technical quality of media artworks by selecting expressive and stylistic elements to reflect an understanding of purpose, audience, and place;

(d) integrate multiple content areas and forms into media artwork productions that convey perspectives, themes, and narratives;

(e) demonstrate a range of skills and roles in creating and performing media arts presentations;

(f) analyze results of and improvements for presenting media artworks;

(g) evaluate the qualities of and relationships between the components and style in media artworks;

(h) compare and contrast the intent of a variety of media artworks and how they impact understanding of one's own culture and other cultures;

(i) compare and contrast media artworks and production processes to context and artistic goals;

(j) analyze how media artworks expand meaning and knowledge, create cultural experiences, and influence local and global events; and

(k) compare how media artworks and ideas relate to various contexts, purposes, and values.

(2) The visual arts content standards for sixth through eighth grade are that each student will:

(a) design project steps and criteria to reach an identified goal and investigate personally relevant content for art-making;

(b) demonstrate awareness of issues and ethics of appropriation as they create artworks and design;

(c) apply criteria to plan revisions for artwork or design;

(d) compare similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork;

(e) evaluate methods for preparing and presenting artwork based on criteria;

(f) explain and cite evidence about how exhibits reflect history and values of a community;

(g) explain how a person's aesthetic choices are influenced by culture and environment;

(h) collaborate to interpret artworks;

(i) develop criteria to evaluate artwork;

(j) use art to express ideas and current interests; and

(k) distinguish different ways that artworks represent, establish, reinforce, and reflect group identity.

(3) The theatre arts content standards for sixth through eighth grades are that each student will:

(a) develop a character in a drama or theatre work;

(b) demonstrate leadership and collaboration when developing a drama or theatre work;

(c) analyze scripted drama and theatre works;

(d) identify the essential events in a story or script that make up the dramatic structure;

(e) analyze how technical elements enhance drama and theatre works;

(f) perform a rehearsed drama or theatre work for an audience;

(g) evaluate the artistic choices in drama and theatre works;

(h) analyze how cultural perspectives influence the evaluation of drama and theatre work;

(i) evaluate drama and theatre works using supporting evidence;

(j) research how cultural perspectives, community ideas, and personal beliefs impact a drama or theatre work; and

(k) use different forms of drama and theatre work to examine contemporary, social, cultural, or global issues.

(4) The music content standards for sixth through eighth grades, when a district incorporates or integrates music into district curriculum or offers an elective course in general music, performance-based classes, music technology, or music theory, are that each student will:

(a) generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments;

(b) select musical ideas for arrangements, songs, and compositions;

(c) evaluate personal musical ideas;

(d) evaluate the structure of contrasting pieces of music selected for performance;

(e) rehearse and determine when music is ready to perform;

(f) perform music with technical accuracy, expression, and culturally respectful practices to convey the composer's intent;

(g) compare connections between musical selections for a specific purpose;

(h) compare how composers and performers interpret expressive qualities of music to create performances;

(i) develop criteria to evaluate musical works and performances;

(j) evaluate how personal connections inform creation, performance, and response to music; and

(k) evaluate connections between music and historical and cultural context.

(5) The dance content standards for sixth through eighth grade are that each student will:

(a) create an original dance;

(b) create an original dance that communicates an idea;

(c) revise movements in dance sequences based on artistic criteria;

(d) present dance sequences from a variety of genres and styles;

(e) execute and coordinate technical dance skills in performance;

(f) collaborate with others to design and execute a dance production;

(g) explain how the elements of dance are used to communicate intent in a variety of genres or styles;

(h) explain relationships among the elements of dance that support intent;

(i) use criteria to determine what makes an effective performance;

(j) create a movement sequence of two contrasting ideas; and

(k) analyze how dances from a variety of cultures and time periods reveal ideas and perspectives.

History: Mont. Const. Art. X, sec. 9, 20-2-114, MCA; IMP, Mont. Const. Art. X, sec. 9, 20-1-501, 20-2-121, 20-3-106, 20-7-101, 20-9-309, MCA; NEW, 2016 MAR p. 1387, Eff. 7/1/17.