Curriculum is what a child is taught in school—what they learn, how they learn it, and the materials teachers use to help them succeed.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
The standards for Middle School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces beginning band students to the instruments that are part of the band. Students will identify the instruments of the band, explore which instruments are of interest to them and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIB.14.a
This unit introduces beginning band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students who implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MIB.2.a
This unit introduces beginning band students to the parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it. Students will learn how to safely assemble and disassemble their instruments to reduce instances of damaged instruments and the loss of learning that comes from the repair process. Students will learn to maintain and care for their instruments to ensure that instrument quality is maintained and so that student health is not at risk.
Standards: MIB.14.b.c
This unit teaches band students how to sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MIB.14.d
This unit focuses on note reading within the larger context of music literacy. Q1 introduces vocabulary, musical symbols, and their instrument’s first 3 notes. It is important to distinguish between identifying, reading, and performing; each skill is a different level of scaffolding.
Standards: MIB.12.a.c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 introduces vocabulary, basic musical symbols and reading those rhythms.
Standards: MIB.12.d.e
Quarter 1 will encompass articulation, dynamics and phrasing at a very basic level. When musicians are learning their first notes, they’re applying these skills in their performance examples. We should expect students to articulate correctly to separate notes, play at least one measure in one breath and play at a tone-appropriate volume. Students will not directly identify many of these notation markings in the first quarter but will be referred to in practice.
Standards: MIB.12.a.f; MIB.15.d
This unit focuses on beginning percussion technique and rudiments for percussion students.
Standards: MIB.15.a.f
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIB.2.a.b; MIB.5.a-c; MIB.7; MIB.12.f.g; MIB.16.b.d.e.f.g; MIB.3.a-c; MIB.4.a- c
This unit introduces beginning band students to a “characteristic tone” for their primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance.
Standards: MIB.14.e; MIB.15.b.c.d; MIB.16.a.c
Learning to sight-read music of varying styles and levels of difficulty is an integral part of the band classroom. This unit plan aims to build a strong foundation in sight-reading, fostering students' musical literacy and performance skills.
Standards: MIB.12.h
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
MIB.9
This unit introduces the first 3-5 notes that are appropriate for each instrument. Some method books / school of thought that prefer to start with D / C / B-flat and some choose to start with F / E-flat / D.
Standards: MIB.15.a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MIB.1.a-c; MIB.2.a-c; MIB.12.a.b
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers.
Standards: MIB.9
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferrable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIB.2.a.b; MIB.5.a-c; MIB.7; MIB.12.f.g; MIB.16.b.d.e.f.g; MIB.3.a-c; MIB.4.a-c
The standards for Middle School Band, Intermediate Level enables students to continue to develop basic musicianship and music literacy. Students examine inquiry-based questions related to music as part of a creative process. Students increase individual technical skills while developing their understanding of the collaborative skills required to create and refine music for ensemble performance. Music literacy skills are emphasized as students read, notate, sight-read, and perform music. Students respond to, describe, interpret, and evaluate music as performers and listeners, and experience music from a variety of cultural influences, styles, composers, and historical periods. Students compare and contrast career options in music and examine the relationship of instrumental music to the other fine arts. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces intermediate band students to additional instruments that are part of the band. Students will identify the instruments of the band, explore if they are interested in trying out a new or different instrument and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIB.14.a
This unit introduces beginning band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students that implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MII.2.c
This unit reinforces knowledge of parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it as well as maintenance and care for their instruments. This will ensure that instrument quality is maintained and so that student health is not at risk and instrument stays in functioning order.
Standards: MII.14.a
This unit reviews with band students how to sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MII.14.b
This unit focuses on note reading review within the larger context of music literacy. Q1 will review identifying, reading, and performing the first octave learned within the first year of study.
Standards: MII.1.a.c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 reviews vocabulary, basic musical symbols and reading those rhythms learned within the first year of study.
Standards: MIB.12.d.e (The beginning standard typically takes two years to address within a PWCS schedule)
This unit will encompass articulation, dynamics and phrasing learned in the first year of study. We should expect students to articulate correctly to separate notes in varying styles, play at least one measure in one breath and play at a tone-appropriate volume. Students should be working to make these stylistic nuances regular playing habits.
Standards: MII.12.a.g; MII.1.b.c
This unit focuses on beginning percussion technique and rudiments for percussion students.
Standards: MIB.15.a.f; MII.15.b.e
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MII.2.a.b; MII.3.a-c; MII.4.a-d; MII.5.a-c; MII.7; MII.12.g; MII.16.b.e.f.g
This unit reviews a “characteristic tone” for each primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance. Goals are the same for the second level of study, but with increasing accuracy and frequency.
Standards MII.14.c; MII.15.a-c; MII.16.a.c
Learning to sight-read music of varying styles and levels of difficulty is an integral part of the band classroom. This unit plan aims to build a strong foundation in sight-reading, fostering students' musical literacy and performance skills.
Standards: MII.12.h
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
Standards: MII.9
This unit introduces the 3 new notes that are needed to learn F-stretches. F-Stretches are a best-practice fundamental warmup activity that should be incorporated into every class. Some directors choose to follow the same concept but on B-flat stretches. Both accomplish the same goal of training the aural skills necessary to play intervals in tune.
Standards: MII.13.a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MII.1.a-c; MII.2.a.b; MII.12.b
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers.
Standards: MII.9
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferrable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MII.2.a.b; MII.3.a-c; MII.4.a-d; MII.5.a-c; MII.7; MII.12.g; MII.16.b.e.f.g
The curriculum for Middle School Band, Advanced Level enables students to advance technical and expressive skills. Students develop individual solutions to creative challenges through independent research, investigation, and inquiry of musical ideas and concepts. Students extend their knowledge of instrument-specific techniques while expanding their vocabulary of scales, arpeggios, and rudiments in more complex rhythmic patterns. Ensemble skills become more developed as students participate and collaborate with others to create and recreate music. Music literacy and performance skills are emphasized through performing and sight-reading progressively challenging literature. Students investigate connections between music skills and college, career, and workplace skills and investigate current and emerging technology in music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit introduces band students to additional instruments that are part of the band. Students will identify the instruments of the band, explore if they are interested in trying out a new or different instrument and which ones will fit them well. Students that select an instrument that they are well suited for are more likely to be successful with curriculum requirements.
Standards: MIAD.14.a
This unit introduces band students to the importance of quality practice strategies and consistency. Students will set goals and monitor their progress in addition to describing various practice strategies. Students that implement quality practice routines are more likely to be successful with curriculum requirements.
Standards: MIAD.2.c
This unit reinforces knowledge of parts of their chosen instrument, how to assemble and disassemble it, and how to maintain and care for it as well as maintenance and care for their instruments. This will ensure that instrument quality is maintained and so that student health is not at risk and instrument stays in functioning order.
Standards: MIAD.14.a
This unit reviews how students should sit or stand with correct body posture while playing and where to place hands when playing individual instruments. Students will identify the connection between hand position, posture, instrument position and posture and its impact on technique, facility and tone production.
Standards: MIAD.14.b
This unit focuses on note reading review within the larger context of music literacy. Q1 will review identifying, reading, and performing the first 1.5 octaves learned within the first two years of study.
Standards: MIAD.12.a.c
This unit focuses on developing rhythmic ability, in both reading and performing. Q1 reviews vocabulary, basic musical symbols and reading those rhythms learned within the first two years of study.
Standards: MII.12; MAD.12.d.e
Quarter 1 will review articulations from the first two years of study. We should expect students to articulate in varying styles, play at least four measures in one breath and perform at a tone-appropriate volume.
Standards: MIAD.12.a.g; MIAD.15.c
This unit focuses on percussion technique and rudiments for percussion students. Students focus on timpani and prepare for all-district and all-county audition requirements.
Standards: MII.15.b.e; MIAD.15.b.e
This unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIAD.2.a.b; MIAD.3.a-c; MIAD.4.a-c; MIAD.5.a-c; MIAD.7; MIAD.12.a.f.g.h; MIAD.16.c-g
This unit reviews a “characteristic tone” for each primary instrument. Tone, or quality of sound, is the most important concept for a musician to master. Poor tone will affect all other areas of a performance. Students should be matching pitch (playing ‘in tune’) with characteristic tone with increasing accuracy and frequency. Students will also begin to learn to tune their instrument using an electronic tuner.
Standards: MIAD.14.c; MIAD.15.a.b; MIAD.16.a.b
This unit focuses on developing students’ musical communication skills through targeted preparation and participation in various musical auditions. The audition process includes a variety of scales, a prepared etude, and sight-reading. Corresponding method book excerpts and concert music that utilizes these scales should be part of daily study with direct correlation the skill being put into practice.
Standards: MIAD.5.a; MIAD.12.i
Students will learn about careers in music, including the music industry. Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the band, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through band participation.
Standards: MIAD.9
This unit reviews scales learned in the second year of study including 1 octave chromatic scale, concert B-flat, concert A-flat and concert F major scales. Corresponding method book excerpts and concert music that utilizes these scales should be part of daily study with direct correlation the skill being put into practice. Music is written in different ‘keys;’ each key uses a different tonal center that utilizes a different scale as its infrastructure.
Standards: MIAD.13.a
In this unit, students will learn how to contribute to the creative process of music through composition and improvisation. They will learn how to create rhythmic and melodic variations to music they have learned. They will also learn how to improvise and create their own melodies.
Standards: MIAD.1.a-c; MIAD.2.a-c
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers. Students can explore high school course requests and how music supports graduation requirements.
Standards: MIAD.9
IThis unit focuses on performance, musicianship and ensemble skills. This unit should be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. By evaluating personal and group performances, students can create goals for more successful future performances. This skill of using data to create goals for future success is a transferrable skill. Performing as a group in a public space is a district skill requiring specific skills such as following a conductor and synchronization. Musical performances are some of the first environments where students will learn what it means to look and behave “professionally.”
Standards: MIAD.2.a.b; MIAD.3.a-c; MIAD.4.a-c; MIAD.5.a-c; MIAD.7; MIAD.12.a.f.g.h; MIAD.16.c-g
The standards for Middle School Choral Music, Beginning Level enable students to obtain musical knowledge and skills in the choral setting. Students begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production and technique. They learn to read, write, and notate music using basic music theory concepts and perform music from a variety of music styles, composers, cultural influences, and historical periods. Students identify the steps of a creative process and apply emerging music skills to create and notate original work. Students examine career options in music and identify the relationship of choral music to other fine arts. Opportunities are provided for students to participate in local and district music events as appropriate to level, ability, and interest.
This unit introduces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCB.14.a-g
In this unit, students will begin to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit, students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCB.12.a-e
This unit will be introducing the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege “Do, Re, Mi, Fa, Sol” as well as echoing all solfege syllables.
Standards: MCB.12.a-e; MCB.13.a-d
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCB.3.a-d; MCB.4.a.b; MCB.5.a-c
Students will be learning the basics of reading rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with quarter notes/rests, paired eighth notes, half note/rest, whole note/rest, and dotted half notes.
Standards: MCB.15.a-f
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information.
Standards: MCB.15.a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCB.1.a-c; MCB.2.a.b; MCB.16
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of their careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCB.6.a.b; MCB.7; MCB.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCB.5.a-c; MCB.14.a.d.e.f; MCB.15.a-f
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well and start to use these skills to improve their own performances.
Standards: MCB.3.a-d; MCB.4.a.b
Students will be learning about concert etiquette and will be given a chance to research careers in the music industry. Consider doing this unit in two chunks. Music ethics before the first concert and careers in music industry at the end of the year
Standards: MCB.8; MCB.9
Students will be preparing for their final concert of the year.
Standards: MCB.14.a-g; MCB.15.a-f
Students will have the opportunity to audition for several different types of performances. Auditions require a different set of skills than preparing for a concert. Students need to learn solo singing skills to help them with their auditions.
Standards: MCB.14.a-g
The standards for Middle School Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques, ensemble etiquette, and basic music theory concepts. Opportunities are provided for students to explore choral music as a means of expression and communication. Students apply steps of a creative process to refine ideas and skills in a variety of contexts in choral music. They explore and perform music from a variety of musical styles, composers, cultural influences, and historical periods. Students compare and contrast career options in music and examine the relationship of choral music to the other fine arts. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces the concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCI.14.a-i
In this unit, students will continue to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit, students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCI.12.a-f
This unit will be introducing the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 to 3 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege “Do, Re, Mi, Fa, Sol, La as well as echoing all solfege syllables.
Standards: MCI.12.a-f; MCI.13.a-d
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCI.3.a-c; MCI.4.a.b; MCI.5.a-c
Students will be learning the basics of reading rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with flagged vs. paired 8th notes, 16th notes, and 8th rests. Remember to take time to review some of the concepts from last year.
Standards MCI.15.a.b
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information. Be sure to review concepts from the previous year before moving to new concepts.
Standards: MCI.15.a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCI.1.a-c; MCI.2.a-c; MCI.16
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of their careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCI.6.a.b; MCI.7; MCI.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCI.5.a-c; MCI.14.a.d.e.f.g.h
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well and start to use these skills to improve their own performances.
Standards: MCI.3.a-c; MCI.4.a.b
Students will be learning about concert etiquette and will be given a chance to research careers in the music industry. Consider doing this unit in two chunks. Music ethics before the first concert and careers in music industry at the end of the year.
Standards: MCI.8; MCI.9
Students will be preparing for their final concert of the year.
Standards: MCI.14.a-i; MCI.15.a-f
Students will have the opportunity to audition for several different types of performances. Auditions require a different set of skills than preparing for a concert. Students need to learn solo singing skills to help them with the auditions.
Standards: MCI.14.a-i
The standards for Middle School Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and develop sight-reading skills, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and display leadership skills. Students apply steps of a creative process to identify and examine inquiry-based questions related to choral music. They explore and perform music from a variety of musical styles, composers, cultural influences, and historical periods. Students investigate connections between music skills and college, career, and workplace skills and analyze cross-disciplinary connections with music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit reinforces the concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: MCAD.14.a-i
In this unit, students will continue to learn how to read a choral octavo. They will learn how to follow their voice part and identify parts of the staff. By the end of the unit students should feel comfortable navigating an octavo for whatever literature you are working on in class. Students should also begin learning to mark their scores. This can be as simple as highlighting their line and can scaffold up to marking dynamics, tempos, tricky spots, etc.
Standards: MCAD.12.a-g
This unit will continue teaching the concept of Sight Reading to students. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 to 3 weeks. Students will learn to sing on solfege syllables and should be comfortable reading solfege ( full major scale, low ti, arpeggio skips) as well as echoing all solfege syllables.
Standards: MCAD.12.a-g; MCAD.13.a-f
Students will be preparing concert music to perform at Fall, Winter, and Spring Concerts.
Standards: MCAD.3.a-d; MCAD.4.a, b; MCAD.5.a-c
Students will continue reading more advanced rhythms and understanding tempo. This should be an ongoing unit throughout the year and should be revisited at least once per quarter for around 2 weeks. This Unit should be worked through alongside of the solfege and sight-reading unit. By the end of the unit, students should be familiar with flagged vs. paired 8th notes, 16th notes, and 8th rests and triplets. Remember to take time to review some of the concepts from last year.
Standards: MCAD.15.a-f
In this unit, students will learn the skills that help bring the music off the page. Students will be learning about dynamics and phrasing, how to identify them in their music, and how to respond to conducting gestures that show this information. Be sure to review concepts from the previous year before moving to new concepts.
Standards: MCAD.15.a-f
This unit will introduce students to the idea of creating their own music using concepts they are already familiar with. By this time in the school year, students should be familiar with rhythmic sight reading. They can now start creating their own examples to further their understanding of the topic.
Standards: MCAD.1.a-c; MCAD.2.a-c; MCAD.16.a.b
In this unit, students will start to explore other facets of music through the study of famous composers, both past and current, classical and more modern. They will get to research the composers, finding out more about their life, their music, and other parts of their careers that made them the large influences on music that they are today. This unit can be completed twice. Once in the second quarter with some past (more classical) composers, and once closer to the end of the year with some more modern composers.
Standards: MCAD.6.a.b; MCAD.7; MCAD.11
Students will be preparing for District Assessment. It is recommended to hold a Pre-Assessment concert to prepare them for the event.
Standards: MCAD.5.a-c
Students will be learning how to properly listen to music through the lens of giving appropriate and constructive feedback. This skill will help students start to listen more closely not only to other performances, but their own as well, and start to use these skills to improve their own performances.
Standards: MCAD.3.a-d; MCAD.4.a.b
Students will be learning about concert etiquette and will be given a chance to research careers in the music industry. Consider doing this unit in two chunks. Music ethics before the first concert and careers in music industry at the end of the year.
Standards: MCAD.8; MCAD.9
Students will be preparing for their final concert of the year. Students should have the opportunity to participate in solos and/or small group performances.
Standards: MCAD.14.a-i; MCAD.15.a-f
This unit includes preparation for HS music courses, and audition skills. The middle school choral teacher plays an important role in preparing students for continued music study at the high school level. Teachers should intentionally prepare students for HS Choir and encourage students to continue as lifelong music learners. Collaborate with your high school choral directors to provide opportunities for students to interact with the high school teacher and students. In addition to preparing your students, educating students’ families is an important part of the process as well. Communicate information with families about HS Choral programs, and how music classes can satisfy requirements for graduation.
Additionally, students will have the opportunity to audition for several different types of performances throughout the year. Auditions require a different set of skills than preparing for a concert. Students need to learn solo singing skills to help them with their auditions.
Standards: MCAD.14.a-i
The standards for Middle School Orchestra, Beginning Level enable students to begin receiving instruction on a string instrument of their choice with guidance from the music teacher. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have made their instrument choice, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MIB.14.a-c
This unit introduces beginning orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning. With practice, students will gain independence and confidence with this technique.
Standards: MIB.14.e
This unit focuses on proper instrumental techniques in MIB.14 and MIB.15, to include proper playing position and placing fingers correctly on the fingerboard. In Quarter 1, the focus is on posture and playing position, and the introduction of notes on the D string. Quarter 2 will add notes on the A string (vln/va/c) and G string (bass), but will continue to focus on posture. Quarter 3 can add G string and a continuous review of posture. Quarter 4 should include an introduction to notes on the G, C & E strings, if not already introduced.
Standards: MIB.14.d; MIB.15.a.b.c.e
This unit introduces, refines, and builds upon right hand technique. Students learn proper pizzicato technique and bow hold. The students place the bow on the string, create and maintain a straight bow stroke to improve their tone quality. Finally, students build on their right-hand skills to produce acceptable, tension-free, tone quality and to demonstrate basic articulations – staccato, legato, and two-note slurs.
Standards: MIB.15.a.c.e
This unit addresses practice and goal setting for the beginning Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: MIB.2.c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, music terminology and quarter notes and rests are the focus. In Q2, additional music terminology will be added. In Q3, the remainder of the rhythms are added, except for dotted quarter, which will be introduced in Q4.
Standards: MIB.12.a-f
This unit focuses on Note Reading for music literacy. Q1 introduces vocabulary, musical symbols, open string notes on the staff, and D string notes. Q2 adds notes on the A string for vln/va/c and G string notes for bass. Q3 introduces naturals and Q4 adds notes on the other strings.
Standards: MIB.12.a-g
This unit focuses on musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performing ensembles.
Standards: MIB.16.a-e
This unit introduces the D, G, and C Major scales and explores half steps and whole steps. It also introduces the concept of minor scales.
Standards: MIB.13.a-c
This unit explains concerts in Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. They must learn how to use aural skills to provide a quality performance. As they grow into intermediate level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
Standards: MIB.5.a-c; MIB.7
Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: MIB.9
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers.
Standards: MIB.9
This unit introduces students to the creative processes of composition and improvisation. Students will explore basic musical elements—such as rhythm, melody, and form—while creating short original pieces and improvising simple patterns within a given structure. Through guided activities, students will develop confidence in expressing musical ideas and understand how creativity enhances musicianship.
Standards: MIB.1.a-c; MIB.2.a-c
This unit introduces students to the role of technology in music and the basics of intellectual property. Students will learn how technology supports music practice and performance through tools like tuners, metronomes, and recording devices. They will explore why copyright exists and how to respect creators by using music legally. Activities include using classroom technology responsibly and discussing simple examples of intellectual property in music.
Standards: MIB.8; MIB.10
In this unit, students explore the history and culture associated with the pieces they learn. Additionally, students explore the relationship between music and a variety of other subjects to make more meaningful learning connections.
Standards: MIB.a.b; MIB.11
Students must learn how to positively and intellectually analyze, interpret, and evaluate music and musical performances. They also need to explore the use of senses, emotions, intellect, and persuasion in music. In this unit, students learn musical terms for musical critique, and they learn how to apply those terms to quality critiques. They also explore a variety of musical works and performances to practice formulating and justifying personal responses to music without bias.
Standards: MIB.3.a-c; MIB.4.a-c
The standards for Middle School Orchestra, Intermediate Level enable students to continue to develop basic musicianship and music literacy. Students examine inquiry-based questions related to music as part of a creative process. Students increase individual technical skills while developing their understanding of the collaborative skills required to create and refine music for ensemble performance. Music literacy skills are emphasized as students read, notate, sight-read, and perform music. Students respond to, describe, interpret, and evaluate music as performers and listeners, and experience music from a variety of cultural influences, styles, composers, and historical periods. Students compare and contrast career options in music and examine the relationship of instrumental music to the other fine arts. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This Unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have their instrument, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MII.14.a-c
This unit introduces beginning orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning. With practice, students will gain independence and confidence with this technique.
Standards: MII.14.c
This Unit focuses on proper instrumental techniques in MII.14 and MII.15, to include proper playing position and placing fingers correctly on the fingerboard. In Q1, the focus is on posture and playing position and the review of finger patterns on all open strings. This should also focus on adjusting intonation and matching the ensemble. Q2 will add new left-hand patterns of low 1 (violin/viola), backward extension (cello), and ½ position (bass). Q3 can add high 3 (violin/viola) and 4th finger extension (cello). Q4 should include review of all strings, finger patterns, intonation adjustments, and continuous review of posture throughout the entire school year.
Standards: MII.14.b; MII.15.a.b.d
This Unit focuses on proper instrumental techniques in MII.15, to include proper bow hold, placement, articulation, and tone. In Q1, the focus will be on reviewing legato, staccato, 2 note slurs, hooked bowing, and accents. Q1 will also focus on creating good tone and maintaining a proper bow hold. Q2 will focus on introducing new bowings- multiple note slurs, slurred staccato, and sforzando. Q3 and Q4 should use music that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: MII.15.a.b.d
This unit addresses practice and goal setting for the continuing Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: MII.2.c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, review of quarter, half, whole, eighth, dotted quarter, and dotted half notes and rests will be done with reading of the music and playing of the instrument. Q1 will also introduce sixteenth notes and dotted eighth notes. Q2 will introduce the concept of cut time (2/2 meter). In Q3, syncopation, 6/8 meter, and triplet eighth notes will be introduced. Q4 should review all new concepts that were learned throughout the year.
Standards: MII.12.a.d.e.g.h
This unit focuses on Note Reading for music literacy. Q1 will review note reading of all strings, especially of C and E string reading, and it will review sharp vs. Natural note reading. Students should also learn how to read key signatures for C, G, and D Major. In Q2, students will learn about flats and learn to read in subsequent key signatures. In Q4, students should learn how to read minor a, e, g and d minor key signatures.
Standards: MII.12.a.c.f.g.h
This unit focuses on MII.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performing ensembles.
Standards: MII.16.a-g
This unit focuses on scales, which is one of the most important and fundamental skills of learning an instrument. Q1 will introduce 2 octave G Major for violins and 2 octave C major for cellos and violas (basses will repeat their 1 octave). Q2 will introduce and review Bb and F Major. Q3 will introduce A major and will introduce minor scales (a, e, g, and d).
Standards: MII.13.a.b
This unit explains concerts in Middle School Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. They must learn how to use aural skills to provide a quality performance. As they grow into intermediate level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
Standards: MII.5.a-c; MII.7
In this unit students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: MII.9
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers.
Standards: MII.9
In this unit, students expand their skills in composition and improvisation by incorporating more complex musical elements, including harmony, dynamics, and phrasing. Students will compose short works using traditional notation or digital tools and improvise within varied styles and tonalities. Emphasis is placed on creativity, collaboration, and applying theoretical knowledge to original music-making.
Standards: MII.1.a-c; MII.2.a.b
Students deepen their understanding of technology’s impact on music creation and sharing. They will use digital tools for notation and recording, explore how technology influences music careers, and learn about ethical issues such as plagiarism and proper attribution. Students will analyze real-world examples of intellectual property challenges and practice giving credit when using music or media in projects.
Standards: MII.8; MII.10
In this unit, students will discuss the historical context of the music they are studying. They will learn how music has evolved and the importance that time and place has on music.
Standards: MII.6.a-c; MII.11
Students must learn how to positively and intellectually analyze, interpret, and evaluate music and musical performances. They also need to explore the use of senses, emotions, intellect, and persuasion in music. In this unit, students learn musical terms for musical critique, and they learn how to apply those terms to quality critiques. They also explore a variety of musical works and performances to practice formulating and justifying personal responses to music without bias.
Standards: MII.3.a-c; MII.4.a-d
The standards for Middle School Orchestra, Advanced Level enable students to advance technical and expressive skills. Students develop individual solutions to creative challenges through independent research, investigation, and inquiry of music ideas and concepts. Students extend their knowledge of instrument-specific techniques while expanding their vocabulary of scales, arpeggios, and rudiments in more complex rhythmic patterns. Ensemble skills become more developed as students participate and collaborate with others to create and recreate music. Music literacy and performance skills are emphasized through performing and sight-reading progressively challenging literature. Students investigate connections between music skills and college, career, and workplace skills and investigate current and emerging technology in music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This Unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start the first week of Orchestra Classes. Once students have their instrument, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: MIAD.14.a-c
This unit introduces advanced orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning so that they do not need a device to tune. With practice, students will gain independence and confidence with this technique. They will learn to use their fine tuners and pegs.
Standards: MIAD.14.c
This unit focuses on proper instrumental techniques in MIAD.14 and MIAD.15, to include proper playing position and placing fingers correctly on the fingerboard. In Q1, the focus is on posture and playing position and the review of finger patterns. This should also focus on adjusting intonation and matching the ensemble. Q1 will also introduce the concept of shifting to 3rd position for violin and violas and 4th position for cellos. Q2 and Q3 will continue to review and build upon the skill of shifting. Q4 should include review of all strings, finger patterns, intonation adjustments, and continuous review of posture throughout the entire school year .
Standards: MIAD.1. b; MIAD.15.a.b.d
This unit focuses on proper instrumental techniques in MIAD.15, to include proper bow hold, placement, articulation, and tone. In Q1, the focus will be on reviewing legato, staccato, slurs, slurred staccato, and types of accents. Q1 will also focus on creating good tone and maintaining a proper bow hold. Q2 will introducing new bowings- brush stroke and tremolo. Q3 and Q4 should use music that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: MIAD.15.a.b.d
This unit addresses practice and goal setting for the continuing Strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: MIAD.2.c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, review of rhythms taught in their intermediate course. Q3 will introduce the rhythm of quarter note triplets. It will also introduce compound and asymmetrical meters. Q4 will continue review of meters and rhythms.
MIAD.12.a.d.e.g.h.i
This unit focuses on Note Reading for music literacy. Q1 will introduce the concept of shifting and reading notes higher on the E string for violins (up to D6), A string for viola and cello (up to G5- Violas/up to G4 cellos), and higher notes on the G string for bass (up to F4). Throughout the school year, these concepts should be reviewed, along with the flats, sharps, and naturals.
Standards: MIAD.12.a.c.f.g.h
This unit focuses on MIAD.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performances.
Standards: MIAD.16.a-g
This unit focuses on scales, which is one of the most important and fundamental skills of learning an instrument. Q1 will review 1 octave G, D, C, F, Bb Major scales and a, e, g, and d minor scales. Q1 will introduce 2 octave G ,C, D major scales that involve shifting into III position for violins and violas and IV position for cellos. Q2 will introduce b minor scales. Continued review is need of these scales in Q3 and Q4.
Standards: MIAD.13.b
This unit explains concerts in Middle School Orchestra. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. Not only that, but it is also a requirement to take at least one ensemble to District Assessment. They must learn how to use aural skills to provide a quality performance. As they grow into advanced level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature.
Standards: MIAD.5.a-c; MIAD.7
In this unit students explore course offerings for music in high school. Students will learn how a music class fulfills graduation requirements for the different diplomas offered. Students deepen their understanding of music as a lifelong pursuit and explore advanced elective opportunities, including honors ensembles and extracurricular programs. Students will connect their growing technical and expressive skills to real-world applications and career pathways in music. They will engage in research, peer discussions, and advocacy projects that highlight the transferable skills gained through orchestra participation and the impact of music on personal and academic success.
Standards: MIAD.9
In this unit, students will explore how instrumental music skills connect to college and career pathways, developing performance, collaboration, and professional habits that prepare them for future opportunities in music and related fields. Students will explore music careers and music-related careers. Students can explore high school course requests and how music supports graduation requirements.
Standards: MIAD.9
This unit challenges students to create and perform original compositions and improvisations that demonstrate advanced musical understanding. Students will explore diverse genres, experiment with extended techniques, and integrate expressive elements to convey mood and style. They will use technology for notation and recording, collaborate on ensemble improvisations, and reflect critically on their creative process, preparing for high school-level composition and performance opportunities.
Standards: MIAD.1.a-c; MIAD.2.a.b
This unit challenges students to apply technology creatively while demonstrating a strong understanding of intellectual property laws. Students will compose or arrange music using digital platforms, record and edit performances, and create projects that include proper attribution and copyright compliance. They will examine current issues in music distribution, streaming, and licensing, and reflect on how technology shapes the music industry and their future opportunities.
Standards: MIAD.8; MIAD.10
In this unit, students will discuss the historical context of the music they are studying. They will learn how music has evolved and the importance that time and place has on music.
Standards: MIAD.6.a-c; MIAD.11
Students must learn how to positively and intellectually analyze, interpret, and evaluate music and musical performances. They also need to explore the use of senses, emotions, intellect, and persuasion in music. In this unit, students learn musical terms for musical critique, and they learn how to apply those terms to quality critiques. They also explore a variety of musical works and performances to practice formulating and justifying personal responses to music without bias.
Standards: MIAD.3.a-c; MIAD.4.a-c
The secondary theatre arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
This is an introductory unit designed to hook students into the performance aspect of theatre. By the end of the unit students should feel comfortable collaborating with everyone in the class, demonstrate audience etiquette, and use teamwork to create an improvised scene from a creative prompt. You may also wish to introduce devised theatre here if your students have previous theatre experience or are particularly adept at improvisation. 15 classes is recommended, however, feel free to add or subtract days as you feel is necessary.
Standards: 6.1.a.b; 6.2; 6.5.a.b
This unit is meant to introduce students to the basic tools of acting, including vocal expression, movement, and the idea of a script. Students will begin identifying skills necessary for actor preparation, including memorization and warm-ups for performances.
Standards: 6.3.a; 6.12; 6.13
This unit aims to prompt students to consider theatre as performance and appreciate it as a distinct art form separate from music, film, or visual arts. Students will gain a broad understanding of various types of theatrical works and recognize that theatre combines multiple art forms, influenced by societal context. Additionally, students will learn about Intellectual Property, understanding that plagiarism is a form of theft, and that performances, designs, and scripts are protected by Intellectual Property law. It’s important to acknowledge that students may have varying levels of familiarity and appreciation for theatre and its definition.
Standards: 6.3; 6.8
There are two ways to approach this unit depending on your expertise. You can either give students a brief introduction to a historical work and discuss the culture and history surrounding the culture that made it; or you can select a contemporary work (i.e. The SpongeBob Musical, Hamilton, etc.) and discuss how current events and culture impacted the development of that work. Although not explicitly stated in the standard, this may be a good time to address theatres origins in Ancient Greece, since students will connect to that information in the 7th and 8th grade theatre history units.
Standards: 6.6
This unit introduces students to theatre careers and the three major categories: creative, technical, and business. Students will explore how these roles work together to produce live theatre and investigate local theatrical resources and the professionals who make those productions possible. This foundational knowledge will be referenced in future career-focused units in grades 7 and 8.
Standards: 6.7; 6.9; 6.15
This unit introduces students to the fundamentals of technical theatre, including stage positions, physical performance spaces, and basic theatre technology. These foundational skills are essential for understanding how productions are staged and will be referenced throughout their theatre education.
Standards: 6.10; 6.16.a.b.c.d
In this unit, students will be introduced to scripted scenes and will present short, scripted scenes. Be ready to re-teach core skills such as blocking, script reading, etc. It is implied, though not explicitly stated, that students should select short scenes from published works. Please use your discretion when directing students to select material.
Standards: 6.3.d; 6.14; 6.16.e
Students will apply what they have learned about theatre to critiquing a given play or musical. This is a great opportunity to share a filmed production with your students and have them express how they relate to the source material. This is also a good time to review important vocabulary words like plot, character, dialogue, theme, etc. From English Language Arts classes. You may also choose to have students research (either individually or in groups) a play or musical of their choosing and present on why they connect to that theatrical work.
Standards: 6.3.b.c; 6.4; 6.11
The secondary theatre arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
This is an introductory unit designed to hook students into the performance aspect of theatre. 15 classes is recommended however, feel free to add or subtract days as you feel is necessary. By the end of the unit students should feel comfortable collaborating with everyone in the class, demonstrate audience etiquette, and use teamwork to create an improvised scene from a creative prompt. You may also wish to introduce devised theatre here if your students have previous theatre experience or are particularly adept at improvisation.
Standards: 7.1; 7.2; 7.5
In this unit, students will learn to use their voices effectively by focusing on vocal articulation, projection, rate, and expression during performances. They will explore physical elements such as posture, gesture, movement, action, and body position to convey meaning on stage. In the process, they will explore essential skills for actors, including concentration, discipline, preparation, and imagination. These skills contribute to their overall performance readiness and character development.
Standards: 7.12; 7.13
In this unit, which builds upon the 6th-grade ‘Understanding Theatre as Performance’, students will explore scripts and performances in greater depth. They’ll analyze scripts as a form of literature, reading a full-length two-act script with full-year students and either a 10-minute play collection or a one-act play with quarter students. Encourage students to apply vocabulary from both language arts and theater classes while analyzing the scripts. Additionally, have students compare/contrast theatre with other art forms and styles of performance such as concerts, dance, and paintings. Lastly, guide students in identifying symbolism and themes across different types of theatrical works.
Standards: 7.3.a-d
In this unit, students will explore theatre styles across different time periods and cultures. They will analyze how theater and media reflect cultural perspectives. In the process, they will describe how theatre arts contribute to both the community and society at large.
Standards: 7.6.a.b; 7.7
Building on the 6th grade unit, students will deepen their understanding of creative, technical, and business careers in theatre. They will identify specific roles within these fields and describe pathways for preparation. Students will also expand their knowledge of community resources, analyzing how theatre professionals and organizations contribute to their community and society.
Standards: 7.7; 7.9; 7.15
Building on Grade 6 content, this unit deepens students’ understanding of theatre spaces and technical elements. Instruction combines direct teaching of stage positions and theatre types with student-led investigations into digital media and technical design. Students will also explore how technology impacts theatrical storytelling and revisit the concept of intellectual property in relation to digital media.
Standards: 7.10; 7.16.a-c
In this unit, students will present short, scripted scenes. This unit builds on the skills learned both from previous units and the 6th grade scripted scenes unit. Not all your students will have participated in theatre their 6th grade year, be ready to re-teach core skills such as blocking, script reading, etc. It is implied, though not explicitly stated that students should select short scenes from published works. Please use your discretion when directing students to select material. Memorization is explicitly stated in the 7th grade standard; therefore students must present memorized scenes.
Standards: 7.8; 7.14
Students will apply what they have learned about theatre to critiquing a given play or musical. This is a great opportunity to share a filmed production with your students and have them justify their responses to it. Responses can be positive or negative but emphasize with students the importance of understanding why the play or musical elicits that emotional response from them. This is also a great time to review information from unit 3 “Understanding Theatre As Literature” and have students identify the literary elements of the given theatrical work such as plot, character, theme, mood, setting, etc. As with the 6th grade unit, consider having students research a play or musical of their own choosing and justify their personal response to that work.
Standards: 7.3.e; 7.4
The secondary theatre arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
This unit should be a review of improvisation, ensemble work, and audience etiquette from 6th and 7th grade theatre. Aim for eight classes, however if you have a lot of students who are new to theatre you may wish to expand this unit. This unit covers core skills such as: communication, collaboration, improvisation, teambuilding, working as ensemble, and audience etiquette. By the end of this unit, students should be able to demonstrate audience and performance protocols through an improvised scene or devised piece of theatre.
Standards: 8.1; 8.2; 8.5
Students will focus on refining vocal techniques learned in 6th and 7th grade to convey character traits and use physical expression (such as movement and gesture) to communicate the physical, psychological, and emotional aspects of a character during a performance.
Standards: 8.12.a.b
This unit builds on the previous script analysis units from 6th and 7th grade, namely Theatre as Performance, and Theatre as Literature. For this unit students are expected to read and analyze a theatrical script for literary elements such as character, mood, theme, symbolism etc. Students should develop an understanding of how symbolism and implied meaning are developed in scripts through dialogue, stage directions, characterization, and production elements. Students should be able to articulate their own personal responses to given texts or productions based on their own backgrounds and experience. This will be achieved through rigorous analysis of a script, filmed, or live theatrical production.
Standards: 8.3; 8.4
This unit builds off the previous 7th grade unit on Theatre History. For this unit, students should be expected to read and analyze scripts and theatrical works from different time periods in order to identify the social, cultural, and historical influences of said works. Students should research and document topics in theatre relevant to their personal interest. They should reflect on their growth as theatre artists and apply the competencies of digital citizenship to their research and documentation. Students should also identify and examine ethical and cultural issues related to theatre arts.
Standards: 8.2.a.; 8.6; 8.8
This unit extends learning from grades 6 and 7 by focusing on theatre and media careers at the state and national level. Students will research a career of interest, considering education, training, and professional standards. While most students will engage in independent research, teachers may provide additional instruction on theatre, film, or contemporary media careers for novice learners. Students will reflect on how theatre skills connect to diverse career opportunities.
Standards: 8.7; 8.9
This unit extends prior learning by engaging students in advanced applications of technical theatre. Students will explore technical elements and digital media while connecting their work to real-world production practices. Teachers are encouraged to integrate this unit with the school’s spring production, allowing students to apply skills through authentic tasks such as creating prop lists, organizing costumes, and assisting with set construction. Intellectual property and ethical use of media will also be revisited.
Standards: 8.10; 8.16.a.b.c
In this unit students will present short, scripted scenes. This unit builds on the skills learned both from previous units, 6th, and 7th grade scripted scenes unit. Students may also bring their own experiences from school and community theatre. However, these skills may be brand new for other students in your class. Memorization is not explicitly stated in the standard however it is heavily implied, use your discretion when creating scene work rubrics. This unit can either be completed by students in small groups utilizing scripted scenes from scene collections or published plays. Alternatively, the standards in this unit could be completed via a one act that the class works collaboratively on.
Standards: 8.3.f; 8.5.b; 8.13; 8.14
Students will apply what they have learned about theatre to critiquing a given play or musical. This unit is a great opportunity to share a filmed production with your students and have them justify their response to it. Responses can be positive or negative but emphasize with students the importance of understanding why the play or musical elicits that emotional response from them. Unlike previous units, students are required by the standard to explain their responses based on personal background and experience. Prior to showing the production in class, have students self-reflect on how they have grown as theatre artists over the past year and what things in their background cause them to seek out specific types of media. This may be difficult for certain students, depending on their background, so make sure to maintain a safe environment where students feel at ease to share. You may also want to review information from Unit 3: Script Analysis, and have students identify key literary elements from the filmed production you present.
Standards: 8.3; 8.4
The standards for grade six visual arts emphasize exploration of creative processes. Using elements of art (e.g., color, form, line, shape, space, texture, value) and principles of design (e.g., balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) allows students to investigate a variety of ideas, media, and processes for creating art. Through critical analysis, historical and cultural studies, and evaluation, students determine how artists convey meaning visually.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Middle School Visual Arts courses are offered by the quarter, semester, or year depending on the grade level, schedule, and/or needs of the school. The curriculum presented below reflects a year-long course. Schools following semester or quarter models may not cover all of the units presented.
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a unique drawing following the teacher guidelines in the lessons created.
Standards: 6.2.a; 6.3.c; 6.11; 6.12.a-e; 6.13; 6.14; 6.15
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a unique painting following the teacher guidelines in the lessons created.
Standards: 6.1; 6.2.a; 6.3.a-e; 6.11; 6.12.a-e; 6.15
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 6.1; 6.2.a.b
Students will build on the topics covered in 5th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-Dimensional sculptural piece.
Standards: 6.1; 6.2.a; 6.3.a-e; 6.9; 6.11; 6.12.a-e; 6.15; 6.16; 6.17
This unit continues the exploration of textiles for sixth-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of various cultures.
Standards: 6.3.b; 6.6.b; 6.11; 6.12.c
In this unit, sixth grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as block printing, intaglio, or etching.
Standards: 6.2.a; 6.3.b; 6.15
In this unit, 6th grade visual arts students will continue to develop skills in Contemporary Media. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying contemporary media including a simple animation or video. They will use digital devices and investigate the role of artists in the world.
Standards: 6.10; 6.2.a; 6.3.b
The standards for grade seven visual arts continue the exploration, analysis, and investigation of the creative process. Students apply elements of art and principles of design to solve art-making challenges using various processes. They develop critical thinking skills and expand their vocabulary as they explore the meaning of works of art through the evaluation of subject matter, themes, and symbols. Students develop an increased awareness of their relationship to art and investigate visual arts careers.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Middle School Visual Arts courses are offered by the quarter, semester, or year depending on the grade level, schedule, and/or needs of the school. The curriculum presented below reflects a year-long course. Schools following semester or quarter models may not cover all of the units presented.
Students will build on the topics covered in 6th grade, learning the principles of design as they express meaning through art.
Standards: 7.2.a; 7.6.b; 7.9; 7.13
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art.
Standards: 7.1; 7.2; 7.3; 7.11; 7.12.a-e; 7.13; 7.15
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 7.1; 7.2.a.b
Students will build on the topics covered in 6th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-dimensional sculptural piece
Standards: 7.1; 7.2.a.b; 7.3.a.c.d; 7.11; 7.1.a-e; 7.13; 7.15; 7.16
This unit continues the exploration of textiles for seventh-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of various historical and contemporary cultures.
Standards: 7.3.c; 7.6.a; 7.11
In this unit, seventh grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as mono-prints, block printing, intaglio, or etching, to investigate student-generated themes.
Standards: 7.2.a; 7.3.a; 7.15
In this unit 7th grade visual arts students will continue to develop skills in Contemporary Media. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying contemporary media including a simple animation or video. They will use digital devices and investigate the role of artists in the world.
Standards: 7.10; 7.2.a; 7.3.c
The standards for grade eight visual arts focus on the application and synthesis of previously learned concepts and more complex technical skills. Students make conscious choices of media, processes, and techniques for expressive and creative purposes in original works of art. They develop critical thinking skills in the analysis and critique of the work of self and others. Students make connections between art experiences and other fields of knowledge in order to develop solutions to real-world problems.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Middle School Visual Arts courses are offered by the quarter, semester, or year depending on the grade level, schedule, and/or needs of the school. The curriculum presented below reflects a year-long course. Schools following semester or quarter models may not cover all of the units presented.
Students will build on the topics covered in 7th grade, learning the principles of design as they express meaning through art.
Standards: 8.1.a; 8.2.a; 8.6.a-d
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art
Standards: 8.1.a.b; 8.2.a.b; 8.3.a-f; 8.11; 8.12.a-e; 8.13; 8.14; 8.15
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create 2D collage pieces.
Standards: 8.1.a.b; 8.2.a.b
Students will build on the topics covered in 7th grade, learning the elements of art and principles of design as they express meaning through art. The students will build upon previous knowledge and skills to create a ceramic or 3-dimensional sculptural piece.
Standards: 8.1.a; 8.2.a; 8.6.a-d; 8.15, 8.16; 8.17
This unit continues the exploration of textiles for eighth-grade visual art classes. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying weaving and stitchery through the lens of personal and social experience.
Standards: 8.3.c; 8.6.a; 8.11
In this unit, seventh grade visual arts students will continue to develop skills in Printmaking. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. They will explore different printmaking techniques, such as mono-prints, block printing, intaglio, or etching, with an emphasis on delving further into a previously investigated theme.
Standards: 8.2.b; 8.3.a; 8.15
In this unit, 8th grade visual arts students will continue to develop skills in Contemporary Media. Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards. Students will explore and engage in various projects exemplifying contemporary media including a simple animation or video. They will use digital devices and investigate the role of artists in the world.
Standards: 8.10; 8.2.a; 8.3.b.c
The standards for High School Band, Beginning Level enable students to begin receiving instruction on a wind or percussion instrument of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking skills to respond to, describe, interpret, and evaluate works of music as performers and listeners. Students identify opportunities to engage with music beyond the classroom. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit covers introducing and developing preparatory instrumental basics and playing procedures. This unit begins with instrument selection and basic instrument care. This should include learning about parts of the instrument. In this unit, students will also learn practice techniques, including setting goals and how to practice efficiently, and proper rehearsal etiquette.
Standards: HIB.14.a-d; HIB.2.c; HIB.5.b
This unit focuses on tone and tone production for instrumental beginners. Q1 – Winds: introduce proper embouchure, vowel shape, and air support. Percussion: demonstrate proper stick grip to include proper formation of fulcrum and hand placement. Demonstrate full stroke on snare drum and piston stroke on mallet instrument. Identify examples of characteristic tone on instruments studied. Q2 – Winds: describe, practice, and apply proper embouchure, vowel shape, and air support as it relates to characteristic tone production. Percussion: describe, practice, and apply proper stick grip to include proper formation of fulcrum and hand placement. Practice and apply full stroke on snare drum and piston stroke on mallet instrument at a variety of heights. Continue to identify examples of characteristic tone. Q3 and Q4 – Continue to review elements of characteristic tone through expanding ranges and registers.
Standards: HIB.15.a.c.d; HIB.16.a.b
This unit focuses on rhythm, pulse, and counting systems. Q1 – Introduce desired counting system with basic rhythms. Introduce whole notes, half notes, quarter notes and rests and 4/4 and common time meters. Q2 – Continue reinforcing counting system as relates to literature studied. Introduce eighth notes, dotted half notes, dotted quarter notes, and rests and 3/4 and 2/4 meters. Review rhythmic concepts as needed. Q3 and Q4 – Continue reinforcing counting system as relates to literature studied. Review rhythmic concepts as needed. Introduce syncopated rhythms (Q3). Introduce 6/8 meter (Q4).
Standards: HIB.12.a.d.e; HIB.16.e. f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – Introduce basic elements of note reading, including clefs, staves, notes, and rests, and first 5 notes in concert Bb plus required pitches for first half of chromatic scale. Demonstrate proper fingerings, slide positions, and mallet placement to correctly finger and play pitches. Brass players develop aural skills to match partials. Q2 – Introduce lower half of one octave F chromatic scale (A down to F). Add upper half of concert Bb scale (G, Ab, A, Bb). Clarinets will experience playing in upper register. Identify “accurate” intonation through examples. Introduce the concept of large intonation adjustments (tuning slides, mouthpiece/barrel adjustments). Q3 – Introduce concert C, D, Eb, E, and F above concert Bb. Refine large intonation adjustments through a variety of strategies. Begin to identify small intonation adjustment strategies (embouchure, tongue position). Introduce pitch matching and adjusting with drones. Review concepts of note identification on the musical staff and application on instrument. Q4 – Continue to refine pitch matching and intonation skills through various strategies dictated by literature studied. Refine and expand reading literacy through literature studied.
Standards: HIB.12.a.c; HIB.13.a.b; HIB.15.b; HIB.16.c
This unit will focus on proper instrumental technique. Q1 – Introduce proper posture and position. Introduce tongue articulations. Percussion practice full stroke and piston stroke. Q2 – Introduce staccato and slurs. Reinforce proper posture and position. Q3 and Q4 – Introduce or review instrumental techniques required as dictated by literature being studied. Reinforce proper posture and position.
Standards: HIB.12.h.i; HIB.14.d; HIB.15.d.f
This unit will focus on scales. Q1 – Introduce first half of chromatic scale. Q2 – Identify key signatures applicable to literature being studied. 1 octave chromatic, concert F and Bb major scales. Q3 and Q4 – Identify key signatures applicable to literature being studied. 1 octave concert Eb and Ab major scales (Q3). 1 octave concert C and G major scales (Q4).
Standards: HIB.13.a-c
This unit will focus on the elements required for musicianship. Q2 – Define and demonstrate dynamics as an individual. Define and demonstrate articulation styles. Q3 – Understand, identify, and demonstrate all dynamic and articulation markings in literature being studied. Q4 – Understand, identify, and demonstrate all dynamic and articulation markings in literature being studied as a means of expression
Standards: HIB.12.a.g.h; HIB.16.d.e.g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q2 – Prepare for concert performance including following a conductor, playing together, and blending as an ensemble. Q3 – Understand and demonstrate matching dynamics and playing style as an ensemble. Q4 – Continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble.
Standards: HIB.16.a-g
Students will identify and demonstrate appropriate rehearsal skills. Students will apply beginning performance techniques to concert music, and perform for an audience. Students should experience music with a variety of styles, genres, and composers.
Standards: HIB.2.a-c; HIB.5.a-c; HIB.6.a.b; HIB.7; HIB.15.a.b.c.e; HIB.16.a-g
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIB.3.a-e; HIB.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, a composition project may be offered at the end of the year.
Standards: HIB.1.a-c; HIB.12.b.f
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HIB.8; HIB.9; HIB.10; HIB.11
This unit focuses on developing students’ musical communication skills through targeted preparation and participation in various musical auditions. The audition process includes a variety of scales, prepared etude, and sight-reading. Corresponding method book excerpts and concert music that utilizes these scales should be part of daily study with direct correlation of the skill being put into practice. Students may have opportunities to audition for curricular and co-curricular events at the local or district level. All students during the second semester should participate in an ensemble placement audition for the following school year. Audition requirements and materials are set by the director.
Standards: HIB.5.a; HIB.12.h
Students will identify and demonstrate appropriate rehearsal skills. Students will apply beginning performance techniques to concert music, and perform for an audience. Students should experience music with a variety of styles, genres, and composers.
Standards: HIB.2.a-c; HIB.5.a-c; HIB.6.a.b; HIB.7; HIB.15.a.b.c.e; HIB.16.a-g
The curriculum for High School Band, Intermediate Level enables students to continue developing musicianship and music literacy skills on their wind or percussion instrument. This is typically the high school entry point for many high school band students who were previously in band in middle school. Music literacy skills are emphasized as students read, notate, and perform music. Students develop more advanced technical skills and improve ensemble skills as they collaborate with others to create and recreate music in ensemble settings. They respond to, describe, interpret, evaluate, perform, and sight-read music from a variety of musical styles, composers, cultural influences, and historical periods. Students identify and document steps of the creative process to develop original music. Students compare and contrast career options in music and make connections between music and other fields of knowledge. Opportunities are provided for students to participate in local, district, regional, and state music events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrating proper rehearsal etiquette.
Standards:HII.14.a-e; HII.2.b; HII.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, introduce diaphragmatic breathing. Identify characteristic tone. Establish appropriate embouchure and voicing. Display and demonstrate proper matched stick/mallet grip and proper striking area on instrument. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HII.15.b.c; HII.16.a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review counting systems with basic rhythms as well as introduce or review 16th notes and corresponding rests. Simple meters (2/4, ¾, 4/4) will be reviewed as well as expanding understanding through 5/4 and 6/4. Q2 – introduce dotted 8th notes in conjunction with 16th note patterns and corresponding rests. Cut time introduced. Q3 – introduce quarter note triplets. Review 6/8 meter while adding 3/8 and 5/8. Q4 – introduce half note triplets.
Standards: HII.12.a.d.e; HII.16.d.e
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – introduce or review tuning with a tuner. Identify accurate intonation through examples. Identify strategies for making large and small adjustments for intonation. Introduce or review concepts of note reading. Q2 – refine intonation adjustments through a variety of strategies. Introduce pitch matching and adjusting with drones. Refine and expand reading literacy through literature studied. Q3 – continue to refine pitch matching and intonation skills through a variety of tonalities as dictated by literature studied. Expand understanding of pitch and intonation tendencies for individual instruments. Refine and expand reading literacy through literature being studied. Q4 – continue to refine pitch matching and intonation skills through a variety of tonalities as dictated by the literature being studied. Expand understanding of pitch and intonation tendencies for individual instruments. Refine and expand reading literacy through literature studied.
Standards: HII.12.a.c; HII.13.a; HII.14.c; HII.15.a; HII.16.b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Introduce instrumental techniques as dictated by the literature being studied. Q2, Q3, Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HII.12.h.i; HII.14.d.e; HII.15.c.e
This unit will focus on scales. Q1 – understand key signature identification basics (order of sharps and flats). Review C, F, Bb, Eb, Ab and G major scales (MS All-District scales); chromatic scale. Q2 – Identify key signatures applicable to the literature being studied. Introduce Db, D, and A major scales. Review other scales as needed. Q3 – Identify key signatures applicable to the literature being studied. Introduce E and B major scales. Review other scales as needed. Q4 – Identify key signatures applicable to the literature being studied. Introduce minor scales up to 3 flats and 1 sharp. Review scales as needed.
Standards: HII.13.a.b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an individual. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
Standards: HII.12.a.g.h; HII.16.c.d.f
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – understand and demonstrate matching dynamics and playing style as an ensemble. Introduce or review blend within an ensemble. Q3 – continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble. Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
Standards: HII.16.a.c.d
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HII.13.a.b; HII.15.a.b.c.e
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HII.2.a.b; HII.5.a.b.d; HII.6.a-c; HII.7; HII.15.a.b.c.e; HII.16.a-f
This unit will explore aspects of the District Assessment Performance process.
Standards: HII.2.a.b; HII.5.a-c; HII.6.a-c; HII.7; HII.15.a.b.c.e; HII.16.a-f
This unit will cover critical thinking skills along with personal student reflection.
Standards: HII.3.a-d; HII.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after assessment, a composition project may be offered.
Standards: HII.1.a-c; HII.12.b.f
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HII.8; HII.9; HII.10; HII.11
Students will identify and demonstrate appropriate rehearsal skills. Students will apply beginning performance techniques to concert music and perform for an audience. Students should experience music with a variety of styles, genres, and composers.
Standards: HII.2.a.b; HII.5.a-c; HII.6.a-c; HII.7; HII.15.a-c.e; HII.16.a-f
The curriculum for High School Band, Advanced Level enables students to acquire and refine advanced technical and expressive skills to demonstrate a variety of musical elements of greater complexity and challenge. Students extend their knowledge of instrument-specific techniques while expanding their vocabulary of scales, arpeggios, and rudiments in increasingly complex rhythmic patterns. The creative process is continually studied and explored for students to create personal arrangements and compositions. Students discuss and evaluate characteristics of personal performances and compositions, as well as the works of others. Students research career options in music and the variety of careers that involve skills learned in music. They investigate connections with other disciplines, and analyze the cultural influences, styles, composers, and historical periods associated with the music literature being studied. Opportunities are provided for students to participate in local, district, regional, state, and national events.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrating proper rehearsal etiquette.
Standards: HIAD.14.a-d; HIAD.2.b; HIAD.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review diaphragmatic breathing, wind support, and characteristic tone. Develop appropriate embouchure and continue to refine voicing and vowel shapes. Continue to refine proper matched stick/mallet grip and proper striking area on instrument as well as the four basic stroke types. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAD.15.b.d; HIAD.16.a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAD.12.a.d; HIAD.16.e-g
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process. Demonstrate accurate intonation. Review the concepts of intonation adjustments and intonation tendencies of the instrument. Review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine intonation adjustments through a variety of strategies. Review pitch matching and adjusting within the ensemble. Refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble. Continue to refine reading literacy through literature studied.
Standards: HIAD.12.a.c; HIAD.13.a; HIAD.14.b; HIAD.15.a; HIAD.16.b.c
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HIAD.12.g; HIAD.14.d; HIAD.15.c
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats). Review flat major scales. Review chromatic scale. Q2 – Review sharp major scales and chromatic scale. Identify key signatures applicable to the literature being studied. Q3 – Introduce minor scales. Review major scales as needed. Continue to refine chromatic scale. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review or introduce remaining scales not covered during the year.
Standards: HIAD.13.a-c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
HIAD.12.a.f; HIAD.15.c; HIAD.16.d.e.h
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAD.16.a.d.e.f
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HIAD.13.a-c; HIAD.15.a-d
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAD.2.a, b; HIAD.5.a-c; HIAD.6.a-c; HIAD.7; HIAD.15.a-d; HIAD.16.a-h
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAD.2.a, b; HIAD.5.a-c; HIAD.6.a-c; HIAD.7; HIAD.15.a-d; HIAD.16.a-h
This unit will cover critical thinking skills along with personal student reflection using the District Assessment Rubric.
HIAD.3 a-c; HIAD.4 a, b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after assessment, a composition project may be offered.
HIAD.1.a-e; HIAD.12.b.e
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after assessment, a composition project may be offered.
HIAD.1.a-e; HIAD.12.b.e
Students will identify and demonstrate appropriate rehearsal skills. Students will apply beginning performance techniques to concert music and perform for an audience. Students should experience music with a variety of styles, genres, and composers.
HIAD.2.a-b; HIAD.5.a-c; HIAD.6.a-c; HIAD.7; HIAD.15.a-d; HIAD.16.a-h
The curriculum for High School Band, Artist Level enables students to acquire and refine advanced technical and expressive skills in individual and ensemble performance. Through a mature level of musicianship, students demonstrate musical elements of greater complexity and perform music from a variety of cultural influences, composers, historical periods, styles, and genres. Students use critical thinking skills to critique personal performance as well as the performance of others. Students employ independent thinking to refine a portfolio of original work. Students communicate the role of music in a variety of contexts using critique, interpretation, and evaluation, and explore innovations of the art form for the next generation. Opportunities are provided for students to participate in local, district, regional, state, and national events.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAR.14 a-d; HIAR.2 b; HIAR.5 b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review diaphragmatic breathing, wind support, and characteristic tone. Develop appropriate embouchure and continue to refine voicing and vowel shapes. Continue to refine proper matched stick/mallet grip and proper striking area on instrument as well as the four basic stroke types. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAR.15 b, d; HIAR.16 a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAR.12 a, d; HIAR.16 d-f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process. Demonstrate accurate intonation. Review the concepts of intonation adjustments and intonation tendencies of the instrument. Review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine intonation adjustments through a variety of strategies. Review pitch matching and adjusting within the ensemble. Refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble. Continue to refine reading literacy through literature studied.
Standards: HIAR.12 a, c; HIAR.13 a; HIAR.14 b; HIAR.15 a; HIAR.16 b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied.
Standards: HIAR.12 h; HIAR.14 d, e; HIAR.15 d
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats). Review flat major scales. Review chromatic scale. Q2 – Review sharp major scales and chromatic scale. Identify key signatures applicable to the literature being studied. Q3 – Introduce minor scales. Review major scales as needed. Continue to refine chromatic scale. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review or introduce remaining scales not covered during the year. Add tonic arpeggios.
Standards: HIAR.13 a-c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing, in Q3 and Q4.
Standards: HIAR.12 a, e, f; HIAR.15 c; HIAR.16 c, d, g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAR.16 a, c, d, e
Students have the opportunity to audition for a variety of ensembles throughout the year. September – Regional Orchestra auditions (winds and percussion), November – All County auditions, December – All District, February – All Virginia (pending eligibility), ensemble placement auditions (determined school by school).
Standards: HIAR.13 a-c,; HIAR.15 a-d
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAR.2 a, b; HIAR.5 a-c; HIAR.6 a-c; HIAR.7; HIAR.15 a-d; HIAD.16 a-h
This unit will explore aspects of the State Music Performance Assessments. Performing ensembles should participate in a pre-assessment performance with mock adjudicators, and the State Music Performance Assessment. The State Music Performance Assessment is hosted by the Virginia Band and Orchestra Directors Association (VBODA).
The State Music Performance Assessment is designed to evaluate the musical achievement and performance standards of school bands and orchestras across Virginia. Its primary purpose is to provide an authentic, educational experience where ensembles demonstrate proficiency in tone quality, technique, interpretation, and ensemble skills through prepared repertoire and sight-reading. This assessment promotes consistent statewide standards, encourages growth in musicianship, and offers constructive feedback from qualified adjudicators to support continuous improvement. Participation also fosters accountability, professionalism, and preparation for advanced musical opportunities.
State Music Performance Assessment includes a prepared performance and sight-reading. Ensembles are adjudicated on the following categories: tone quality, intonation, technique, rhythm, balance, musicianship, and general factors.
Standards: HIAR.2a.b; HIAR.5.a-c; HIAR.6.a-c; HIAR.7; HIAR.15.a-d; HIAR.16.a-h
This unit will cover critical thinking skills along with personal student reflection using the District Assessment Rubric.
Standards: HIAR.3.a.b; HIAR.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAR.1.a-d; HIAR.12.b.g
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HIAR.8; HIAR.9; HIAR.10; HIAR.11
Students will identify and demonstrate appropriate rehearsal skills. Students will apply beginning performance techniques to concert music and perform for an audience. Students should experience music with a variety of styles, genres, and composers.
Standards: HIAR.2.a.b; HIAR.5.a-c; HIAR.6.a-c; HIAR.7; HIAR.15.a-d; HIAR.16.a-g
The standards for High School Choral Music, Beginning Level enable students to obtain musical knowledge and skills in a choral setting. Students learn to read, write, and notate music using basic music theory concepts and perform music from a variety of music styles, composers, cultural influences, and historical periods. They begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production techniques and ensemble performance. Students apply emerging music skills to create and notate original work. Students explore choral music as a means of expression and communication and examine opportunities for engaging in music beyond the classroom. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills and develop an understanding of appropriate etiquette as a performer and as an audience member. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit introduces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: HCB.14.a-d
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCB.12.b.f.i
This unit focuses on the part of music literacy that involves reading and vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, is the essential foundation for music literacy.
Standards: HCB.12.e; HCB.13.a.b
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14.h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment; Q4 – Spring Concert
Standards: HCB.3.a-e; HBC.4.a-c; HCB.5.a-c
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCB.15.a
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14.h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment; Q4 – Spring Concert
Standards: HCB.3.a-e; HBC.4.a-c; HCB.5.a-c
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCB.3.a-e; HCB.4.a-c; MCB.5.a-c
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCB.3.a-d; HCB.4.a-c
This unit is a year-long endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCB.14.h
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCB.3.a-e; HBC.4.a-c; HCB.5.a-c
Students will explore music outside of the choral classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of choral music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HCB.8; HCB.9; HCB.10; HCB.11
The standards for High School Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation, and perform music from a variety of music styles, composers, cultural influences, and historical periods. Students continue to develop and refine personal choral music ideas. Students explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills and develop an understanding of appropriate etiquette as a performer and as an audience member. Students compare and contrast career options in music and make cross-curricular connections to explore how music works together with other disciplines to develop innovative solutions to problems. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
This unit reinforces the basic concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year.
Standards: HCI.14.a.b.c.e
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCI.12.b.f
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCI.12.d; HCI.13.a.d
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14.i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May). Q1 – Fall Concert; Q2 – Winter Concert; Q3 – Pre-Assessment and State Music Performance Assessment *See Unit 7; Q4 – Spring Concert
Standards: HCI.3.a-d; HCI.4.a.b; HCI.5.a-c
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCI.15.a
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14.i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCI.3.a-d; HCI.4.a.b; HCI.5.a-c
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCI.3.a-d; HCI.4.a.b; HCI.5.a-c
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCI.3.a-d; HCI.4.a.b
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level.
Standards: HCI.14.i
Students will explore music outside of the choral classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of choral music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HCI.8; HCI.9; HCI.10; HCI.11
The standards for High School Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and sight-read music, they expand their performance abilities and creativity. Students continue to use a creative process to develop, compose, and refine personal choral music ideas, and to document research, inquiry, and analysis of a focused choral music topic of personal interest. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students research career options in music and the variety of careers that involve skills learned in music. They investigate cross-disciplinary connections to identify how music works with other disciplines to develop innovative solutions to inquiry-based problems. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit reinforces concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year as they navigate more advanced repertoire with a higher vocal demand.
Standards: HCAD.14.a.c.e.h
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCAD.12.b.f
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCAD.12.d; HCAD.13.a.c
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level. Students who are interested in pursuing music at the collegiate level should begin researching and preparing for college/university auditions.
Standards: HCAD.14.j
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAD.3.a-d; HCAD.4.a.b; HCAD.5.a-d
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCAD.15.a
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAD.3.a-d; HCAD.4.a.b; HCAD.5.a-d
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCAD.3.a-d; HCAD.4.a.b
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level. Students who are interested in pursuing music at the collegiate level should begin researching and preparing for college/university auditions.
Standards: HCAD.14.j
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble. Usually, concerts occur each marking period. (October, December, March, May).
Standards: HCAD.3.a-d; HCAD.4.a.b; HCAD.5.a-d
Students will explore music outside of the choral classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of choral music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HCAD.8; HCAD.9; HCAD.10; HCAD.11
The standards for High School Choral Music, Artist Level enable students to refine advanced technical and expressive skills in individual and ensemble performance. Through a mature level of musicianship, students demonstrate musical elements of greater complexity and perform music from a variety of cultural influences, composers, historical periods, styles, and genres. In-depth experience in solo and/or ensemble singing and the use of foreign languages assist in preparing the student for future musical and vocal development. Students use critical thinking skills to critique personal performance as well as the performance of others. The understanding of a creative process is realized as students document growth, skill development, and learning in the development of an individual musical repertoire that includes documentation of a creative process as well as final products. Students communicate the role of music in a variety of contexts using critique, interpretation, and evaluation, and explore the innovations of the art form for the next generation. Increasing awareness of the interrelation among music, the other fine arts, and other disciplines is emphasized. Students investigate career pathways in music and analyze how music works together with other disciplines to develop innovative solutions to problems. Opportunities are provided for students to participate in local, district, regional, state, and national events.
This unit reinforces concepts of vocal technique. This involves vocal anatomy, vocal health, body alignment, and vocal agility and range exercises to prepare the students to be healthy and successful singers throughout the year as they navigate more advanced repertoire with a higher vocal demand.
Standards: HCAR.14.a.b.c.h
This unit focuses on the part of music literacy that involves singing and reading the rhythms of sight-reading exercises and concert music.
Standards: HCAR.12.b.g
This unit focuses on the part of music literacy that involves reading a vocalizing the correct pitches of written music notation. This form of literacy, linked with Unit 2, are the essential foundation for music literacy.
Standards: HCAR.12.d; HCAR.13.a.b
This unit is a yearlong endeavor to prepare students for various honor choirs that happen at the county and state level. Students who are interested in pursuing music at the collegiate level should begin researching and preparing for college/university auditions.
Standards: HCAR.14.i
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAR.3.a.b; HCAR.4.a.b; HCAR.5.a-d
This unit focuses on the part of music literacy that involves singing, reading, and understanding markings in the music for dynamics, articulation, and navigation in their concert music and sight-reading exercises.
Standards: HCAR.15.a
This unit is for all concert performances throughout the school year. These performance opportunities vary from school to school and ensemble to ensemble.
Standards: HCAR.3.a.b; HCAR.4.a.b; HCAR.5.a-d
This unit focuses on developing students' skills in analyzing, interpreting, and critiquing choral music. Students will explore various styles of choral music, understand the social, cultural, and historical contexts of works, and apply accepted criteria for evaluating and critiquing performances. Additionally, students will formulate and justify personal responses to music, using appropriate music terminology.
Standards: HCAR.3.a.b; HCAR.4.a.b
Students will explore music outside of the choral classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of choral music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HCAR.8; HCAR.9; HCAR.10; HCAR.11
The Secondary Dance program is an elective opportunity available to students in grades 9-12 at select high schools in PWCS (view the list of schools in the PWCS High School Course Catalog).
In PWCS, secondary dance instruction provides students with a rigorous program that emphasizes creativity, technical skills, and artistic expression. Students engage in the creative process through choreography, improvisation, and performance, while developing proficiency in movement vocabulary, alignment, and safe practices across multiple dance styles. Instruction explores the elements of dance (body, action, space, time, and energy) and integrates analysis of cultural and historical contexts to deepen understanding of dance as a global art form. Students also investigate connections between dance, technology, and other disciplines, applying critical thinking and collaborative skills in both individual and ensemble settings. This comprehensive approach prepares students for lifelong engagement with the arts, fostering creativity, cultural awareness, and the skills essential for success in college, career, and community life.
In this introductory unit of Dance I, students will get to know each other, learn about important ways of communicating and collaborating with each other, and begin to grasp what the course will look like this year.
Standards: DI.5
In the Ballet History & Technique unit, Dance I students will learn: Ballet technique is the foundation for all other dance forms; The historical background on the aesthetic viewpoints of ballet technique; Foundational ballet technique skills that will assist students in all aspects of their dance training; Musicality; The importance of self-reflection and application of instructor critique.
Standards: DI.6.a.b; DI.14.a.b
Students will understand what fundamental training practices (e.g., warm-up, cool-down, safe stretching techniques, nutrition, and hydration) require and be introduced to what proper alignment looks like while performing movement practices.
Standards: DI.12.b
In this unit, students will learn that dance improvisation is a valuable tool for choreographers by generating movement material for dance works. Students will also look at various tools that can be used for improvisation and why they are important.
Standards: DI.1; DI.2.a-c
In this unit, students will explore the elements of dance (space, time, energy, etc.) and how they can be used to create and refine a dance work.
Standards: DI.10; DI.11; DI.13
In this unit, students will explore historical and cultural influences on jazz dance. They will learn a jazz dance warm-up and participate in typical technique classes. Students will be given the foundational technical skills to successfully perform a turn or a leap safely.
Standards: DI.3.a-c; DI.6.a.b; DI.14a.b
In this unit, students will explore historical and cultural influences on jazz dance. They will learn a jazz dance warm-up and participate in typical technique classes. Students will be given the foundational technical skills to successfully perform a turn or a leap safely.
Standards: DI.3.a-c; DI.6.a.b; DI.14a.b
Students will understand modern dance within the contexts of history, culture, and other art forms. Students will examine the interrelationships among current events, contemporary media, and modern dance in society. By viewing and evaluating the work of acclaimed choreographers and dance artists, students will become aware of the contribution of Modern dance to the quality of the human experience. Students will gain insight into the unique movement qualities of modern dance and explore how to achieve such qualities in their movement.
Standards: DI.6.a.b
In this unit, students will engage in the rehearsal and performance process for a dance concert, focusing on developing and demonstrating a range of performance skills. Emphasis will be placed on achieving rhythmic precision and movement accuracy, ensuring students perform with technical excellence and expressive quality.
Standards: DI.16
In this unit, students will engage in the rehearsal and performance process for a dance concert, focusing on developing and demonstrating a range of performance skills. Emphasis will be placed on achieving rhythmic precision and movement accuracy, ensuring students perform with technical excellence and expressive quality.
Standards: DI.16
Dance I will serve as Senior showcase Marketing Team for Senior showcase. Together the class will build a marketing timeline, create promotional items, and execute distribution while tracking engagement and homing in on target demographics.
Standards: DI.17
Critique in dance arts is based upon a thorough understanding of artistry and craft. Students will employ the processes of observing, listening, responding, reflecting, analyzing, interpreting, and evaluating while studying the dance arts. Through thoughtful examination, students will objectively evaluate dance works by analyzing the creative elements and the dance productions. Students will apply these same processes to the creation and evaluation of their own choreographic work.
Standards: DI.1; DI.2.a-c; DI.3.a-c
This unit is provided as a way for students to wrap up the school year. Students will pick a topic related to one of many Virginia Standards of Learning for Dance that they want to learn more about. With the educator, students set a goal for the project, create a timeline for how they will accomplish the project within a specified timeframe, and present it.
Standards: DI.9; DI.10; DI.11; DI.13; DI.14.a.b.; DI.16; DI.17
This unit covers introducing and developing preparatory instrumental basics and playing procedures. This unit begins with instrument selection and basic instrument care. This should include learning about parts of the instrument and the parts that students should not touch or adjust yet. In this unit, students will also learn practice techniques, including setting goals and how to practice efficiently, and proper rehearsal etiquette.
The standards for High School Orchestra, Beginning Level enable students to begin receiving instruction on string instruments of their choice with guidance from the music teacher. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, embouchure (if applicable), and tone production. Students apply emerging music skills to create and notate original work. Music literacy skills are emphasized as students read, notate, and perform music. Students use critical thinking to respond to, describe, interpret, and evaluate works of music as performers and listeners. They describe career options in music and investigate how innovative tools and new media impact the music field. Opportunities are provided for students to participate in local, district, and regional music events as appropriate to level, ability, and interest.
Standards: HIB.14.a-d; HIB.2.c; HIB.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1 focuses on forming a proper bow hold and pizzicato technique while performing with characteristic beginning tone and timbre. Q2 focuses on developing a more mature characteristic tone through the exploration of bow placement, weight, angle, and speed. Q3 and Q4 should study literature that uses these skills. Throughout the year, there should be review and refinement of the bow hold and these skills.
Standards: HIB.15.a.c.e; HIB.16.a.b
This unit focuses on rhythm, pulse, and counting systems. In Q1, the focus is on establishing understanding of steady beat and pulse and basic rhythmic values (whole, half, quarter) with a consistent counting system in 4/4 and common time. In Q2, introduce additional rhythmic values (8th, dotted half, dotted quarter) as well as additional meters (3/4 and 2/4). Q3, introduce syncopations. Q4, introduce new meter (6/8). Q3 and Q4, continue to reinforce counting and counting systems.
Standards: HIB.12.a.d.e; HIB.16.e.f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – Introduce basic elements of note reading and notes on the D string. Students will use tapes, tuners, and aural skills to place fingers in tune while maintaining proper left hand and arm position. Q2 - Introduce notes on the A string (G string III position for bass). Identify accurate intonation through examples and introduce the concept of left-hand intonation adjustments. Q3 - Introduce C-natural, F-natural, B-flat, and G string notes (A and E strings for bass). Refine left-hand intonation adjustments through a variety of strategies. Introduce pitch matching and adjusting with drones. Q4 - Introduce C string (va/vc) and E string (vln) notes. Continue to refine pitch matching, intonation, and reading literacy through the literature being studied.
Standards: HIB.12.a.c; HIB.13.a.b; HIB.15.b; HIB.16.c
This unit will focus on proper instrumental technique. Q1 – introduce proper posture, position, left hand position, and bow hold. Introduce legato and détaché bow strokes. Q2 - Introduce staccato and two-note slurs. Reinforce proper posture and position. Q3, Q4 - Introduce or review instrumental techniques required as dictated by literature being studied. Reinforce proper posture and position.
Standards: HIB.12.h.i; HIB.14.d; HIB.15.e
This unit will focus on scales. Q2 - 1 octave D and G Major scales. Identify key signatures applicable to literature being studied. Q3 - 1 octave C Major and D harmonic minor scales. Identify key signatures applicable to literature being studied. Q4 - 1 octave F Major scale. Identify key signatures applicable to literature being studied.
Standards: HIB.13.a.b.d
This unit will focus on the elements required for musicianship. Q1 – introduce basic dynamics. Q2 Understand, identify, and demonstrate all dynamic markings and basic articulation markings in literature being studied. Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression.
Standards: HIB 12.a.g.h; HIB.16.d.e.g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – Introduce matching dynamics as an ensemble. Q3 – Introduce blend and balance within an ensemble. Refine ensemble skills through blend, balance, and matching dynamics and articulations. Q4 – Continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
Standards: HIB.16.b.d.e
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIB.3.a-e; HIB.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, a composition project may be offered at the end of the year.
Standards: HIB.1.a-c; HIB.12.b.f
Q1, Q2, Q3, and Q4 will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIB.2.a-c; HIB.5.a-c; HIB.6.a.b; HIB.7; HIB.15.a-c, e; HIB.16.a-g
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HIB.8; HIB.9; HIB.10; HIB.11
The standards for High School Orchestra, Intermediate Level enable students to continue to develop musicianship and music literacy. Students identify and document steps of a creative process to develop original music. Music literacy skills are emphasized as students read, notate, and perform music. Students develop more advanced technical skills and improve ensemble skills as they collaborate with others to create and recreate music in ensemble settings. They respond to, describe, interpret, evaluate, perform, and sight-read music from a variety of musical styles, composers, cultural influences, and historical periods. Students compare and contrast career options in music and make connections between music and other fields of knowledge. Opportunities are provided for students to participate in local, district, regional, and state music events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HII.14.a-d; HII.2.b; HII.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HII.15.b.d; HII.16.a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review counting systems with basic rhythms as well as introduce or review 16th notes and corresponding rests. Simple meters (2/4, ¾, 4/4) will be reviewed as well as expanding understanding through 5/4 and 6/4. Q2 – introduce dotted 8th notes in conjunction with 16th note patterns and corresponding rests. Cut time introduced. Q3 – introduce quarter note triplets. Review 6/8 meter while adding 3/8 and 5/8. Q4 – introduce half note triplets.
Standards: HII.12.a.d.e; HII.16.d.e
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – introduce or review tuning with a tuner. Identify accurate intonation through examples and introduce the concept of left-hand intonation adjustments. Introduce or review concepts of note reading. Q2 – introduce pitch matching and adjusting with drones. Q3 – introduce a variety of finger patterns. Refine and expand reading literacy through literature being studied. Q4 – continue to refine pitch matching, intonation, and reading literacy through the literature being studied.
Standards: HII.12.a.c; HII.13.a; HII.14.c; HII.15.a; HII.16.b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Introduce instrumental techniques as dictated by the literature being studied. Q2, Q3, Q4 – introduce or review instrumental techniques as dictated by the literature being studied. Introduce additional articulations, rudimentary vibrato technique, and shifting to III/IV positions.
Standards: HII.12.h.i; HII.14.d; HII.15.d
This unit will focus on scales. Q1 – understand key signature identification basics (order of sharps and flats). Review 2 octave C, G, and D major scales and A minor scale. Q2 – introduce 2 octave A major, and E and B minor scales. Identify key signatures applicable to the literature being studied. Q3 – Introduce 2 octave F, Bb, and Eb major scales. Identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied. Review scales as needed.
Standards: HII.13.a.c
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an individual. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic and articulation markings in literature being studied with a focus on expression, such as phrasing.
Standards: HII.12.a.g.h; HII.16.c.d.f
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Beginning in Q2 – understand and demonstrate matching dynamics and playing style as an ensemble. Introduce or review blend within an ensemble. Introduce the roles of conducting gestures. Q3 – continue to refine ensemble skills through blend, matching dynamics, and styles. Introduce or review balance within an ensemble. Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance within an ensemble.
Standards: HII.16.a.c.d
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HII.13.a.c; HII.15.a.b.d
This unit will explore aspects of the District Assessment Performance process.
Standards: HII.2.a.b; HII.5.a-c; HII.6.a-c; HII.7; HII.15.a.b; HII.16.a-f
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HII.3.a-d; HII.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HII.1.a-c; HII.12.b.f
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HII.2.a.b; HII.5.a-c; HII.6.a-c; HII.7; HII.15.a.b.d; HII.16.a-f
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HII.8; HII.9; HII.10; HII.11
The standards for Middle School Orchestra, Advanced Level enable students to advance technical and expressive skills. Students develop individual solutions to creative challenges through independent research, investigation, and inquiry of music ideas and concepts. Students extend their knowledge of instrument-specific techniques while expanding their vocabulary of scales, arpeggios, and rudiments in more complex rhythmic patterns. Ensemble skills become more developed as students participate and collaborate with others to create and recreate music. Music literacy and performance skills are emphasized through performing and sight-reading progressively challenging literature. Students investigate connections between music skills and college, career, and workplace skills and investigate current and emerging technology in music. Opportunities are provided for students to participate in local, district, regional, and state events as appropriate to level, ability, and interest.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAD.14.a-d; HIAD.2.b; HIAD.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Expand students’ understanding and ability to describe tone and tone production. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAD.15.b.d; HIAD.16.a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAD.12.a.d; HIAD.16.e-g
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process; demonstrate accurate intonation; review the concept of left-hand intonation adjustments; review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine left-hand intonation adjustments through a variety of strategies, review pitch matching and adjusting within the ensemble; refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble; continue to refine reading literacy through literature studied.
Standards: HIAD.12.a.c; HIAD.13.a; HIAD.14.b; HIAD.15.a; HIAD.16.b.c
This unit will focus on proper instrumental technique. Q1 – review proper posture and position; review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied; redefine articulation and vibrato, and introduce shifting to upper positions.
Standards: HIAD.12.g; HIAD.14.d; HIAD.15.c
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats); review 2-octave C, G, and D major scales, and A and E minor scales. Q2 – Review 2-octave A, F, Bb, and Eb major and B minor scales; identify key signatures applicable to the literature being studied. Q3 – Introduce 2-octave E, B, and F# major and D minor scales; identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied; introduce remaining scales not covered during the year.
Standards: HIAD.13.a.b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing.
Standards: HIAD.12.a.f; HIAD.15.c; HIAD.16.d.e.h
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Q3- introduce or review the roles of conducting gestures. Q4 - demonstrate conducting gestures.
Standards: HIAD.16.a.d.e.f
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HIAD.13.a.b; HIAD.15.a-d
This unit will explore aspects of the District Assessment Performance process.
Standards: HIAD.2.a.b; HIAD.5.a-c; HIAD.6.a-c; HIAD.7; HIAD.15.a-d; HIAD.16.a-h
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIAD.3.a-c; HIAD.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAD.1.a-e; HIAD.12.b.e
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAD.2.a-b; HIAD.5.a-c; HIAD.6.a-c; HIAD.7; HIAD.15.a-d; HIAD.16.a-g
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after Assessment a composition project may be offered.
Standards: HIAD.1.a-e; HIAD.12.b.e
The standards for High School Orchestra, Artist Level enable students to acquire and refine advanced technical and expressive skills in individual and ensemble performance. Through a mature level of musicianship, students demonstrate musical elements of greater complexity and perform music from a variety of cultural influences, composers, historical periods, styles, and genres. Students use critical thinking skills to critique personal performance as well as the performance of others. Students employ independent thinking to refine a portfolio of original work. Students communicate the role of music in a variety of contexts using critique, interpretation, and evaluation, and explore innovations of the art form for the next generation. Opportunities are provided for students to participate in local, district, regional, state, and national events.
This unit covers preparatory instrumental basics and playing procedures, including reinforcing playing posture and position and developing proper tuning practices. In this unit, students will also develop their practice techniques, including setting goals and how to practice efficiently, and demonstrate proper rehearsal etiquette.
Standards: HIAR.14.a-d; HIAR.2.d; HIAR.5.b
This unit focuses on proper instrumental techniques which contribute to characteristic tone. Q1, review proper bow placement, weight, angle, speed, and usage. Expand students’ understanding and ability to describe tone and tone production. Q2, review the elements of characteristic tone through expanded ranges and registers. Q3 and Q4, continue to develop elements of characteristic tone through music literature being studied.
Standards: HIAR.15.b.d; HIAR.16.a
This unit focuses on rhythm, pulse, and counting systems. Q1 – review desired counting system with basic and complex rhythms and meters. Q2, Q3, and Q4 – continue reinforcing counting system relating to literature studied, encompassing varied rhythmic patterns, complex meters, and precision.
Standards: HIAR.12.a.d; HIAR.16.d-f
This unit will focus on the skills and technique required for accurate pitch and intonation. Q1 – review, describe, and demonstrate the tuning process; demonstrate accurate intonation; review the concept of left-hand intonation adjustments; review concepts of advanced notation on the musical staff and application on the instrument. Q2 – refine left-hand intonation adjustments through a variety of strategies; review pitch matching and adjusting within the ensemble, refine and expand reading literacy through the literature studied. Q3 and Q4 – Continue to refine pitch matching and intonation skills through student identification of pitch/intonation problems within the ensemble; continue to refine reading literacy through literature studied.
Standards: HIAR.12.a.c; HIAR.13.a; HIAR.14.b; HIAR.15.a; HIAR.16.b
This unit will focus on proper instrumental technique. Q1 – review proper posture and position. Review instrumental techniques as dictated by the literature being studied. Q2, Q3, and Q4 – introduce or review instrumental techniques as dictated by the literature being studied; redefine articulation, vibrato, and shifting technique.
Standards: HIAR.12.h; HIAR.14.d; HIAR.15.d
This unit will focus on scales. Q1 – Review key signature identification basics (order of sharps and flats); review previously learned 2-octave scales and tonic arpeggios. Q2 – Introduce 2-octave C-sharp, F-sharp, B, and E Major scales and D-sharp, G-sharp, C-sharp, and F-sharp minor scales and tonic arpeggios; identify key signatures applicable to the literature being studied. Q3 – Introduce A-flat, D-flat, and G-flat Major scales and C, F, and B-flat minor scales; identify key signatures applicable to the literature being studied. Q4 – Identify key signatures applicable to the literature being studied.
Standards: HIAR.13.a.b
This unit will focus on the elements required for musicianship. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble; demonstrate matching articulation styles throughout the ensemble. Q2, Q3, and Q4 – understand, identify, and demonstrate all dynamic, dynamic contrast, and articulation markings in literature being studied with a focus on expression, such as phrasing and various tempos.
Standards: HIAR.12.a.e.f; HIAR.15.c; HIAR.16.c.d.g
This unit will focus on the ensemble concepts of balance and blend, matching dynamics, and style. Q1 – understand and demonstrate matching dynamics and playing style as an ensemble. Review blend within an ensemble. Q2 – continue to refine ensemble skills through blend, matching dynamics, and styles. Review balance within an ensemble. Q3 and Q4 – continue to refine ensemble skills through blend, matching dynamics, styles, and balance. Introduce or review the roles of conducting gestures (Q3). Demonstrate conducting gestures (Q4).
Standards: HIAR.16.a.c.d.e
Students have the opportunity to audition for a variety of ensembles throughout the year.
Standards: HIAR.13.a.b; HIAR.15.a-d
This unit will explore aspects of the State Music Performance Assessments. Performing ensembles should participate in a pre-assessment performance with mock adjudicators, and the State Music Performance Assessment. The State Music Performance Assessment is hosted by the Virginia Band and Orchestra Directors Association (VBODA).
The State Music Performance Assessment is designed to evaluate the musical achievement and performance standards of school bands and orchestras across Virginia. Its primary purpose is to provide an authentic, educational experience where ensembles demonstrate proficiency in tone quality, technique, interpretation, and ensemble skills through prepared repertoire and sight-reading. This assessment promotes consistent statewide standards, encourages growth in musicianship, and offers constructive feedback from qualified adjudicators to support continuous improvement. Participation also fosters accountability, professionalism, and preparation for advanced musical opportunities.
State Music Performance Assessment includes a prepared performance and sight-reading. Ensembles are adjudicated on the following categories: tone quality, intonation, technique, rhythm, balance, musicianship, and general factors.
Standards: HIAR.2.a.b; HIAR.5.a-c; HIAR.6.a-c; HIAR.7; HIAR.15.a-d; HIAR.16.a-g
This unit covers critical thinking skills and personal student reflection. Students will evaluate their performances using a rubric in preparation for concerts throughout the school year. Students will also evaluate and analyze works of music and performances using accepted criteria and explore and justify their own musical preferences.
Standards: HIAR.3.a.b; HIAR.4.a.b
This unit will explore aspects of composition and form. Throughout the year, students will connect musical form to selections being performed or studied. Often, after assessment, a composition project may be offered.
Standards: HIAR.1.a-d; HIAR.12.b.g
Q1, Q2, and Q4 (see Unit 11 for more information about Q3) will focus on aspects of ensemble performance and literature selection and usage.
Standards: HIAR.2.a.b; HIAR.5.a-c; HIAR.6.a-c; HIAR.7; HIAR.15.a-d; HIAR.16.a-g
Students will explore music outside of the instrumental music classroom. They will investigate the multitude of careers in the 21st century workplace, explore emerging technologies, connect their knowledge of instrumental music to other artforms, and understand the ethical and legal considerations for engaging with music and resource materials as a responsible citizen.
Standards: HIAR.8; HIAR.9, HIAR.10; HIAR.11
The PWCS secondary photography program is designed to provide our students with a solid foundation in both the technical and artistic aspects of photography. The curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for photography and other lens-based art forms, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators – key habits of mind for our students to create a thriving future for themselves and their community.
This unit aims to introduce photography as an art form and help students acclimate to the classroom culture. Students will create and implement a file management system and digital portfolio. The students will also review the Elements of Art and Principles of Design.
Standards: AII.6.b.c; AII.7; AII.2.b
In this unit, students will learn the basic rules of composition and the concept of Abstract Art as they apply to photography. Students will also review how to talk about art and the critique process.
Standards: AII.4; AII.13
In this unit, students will gain a foundational understanding of photography by exploring its historical development and mastering the fundamental concept of the exposure triangle. Students will continue to study the history of photography throughout the years.
Standards: AII.5; AII.15
In this unit, students will gain insight into photography career paths while developing commercially valuable skills.
Standards: AII.9; AII.10; AII.16
In this unit, students will gain a foundation in portrait photography by learning basic posing techniques and exploring the impact of lighting on creating compelling portraits.
Standards: AII.1.a; AII.3.b.c; AII.11
In this unit, students will explore the art of capturing candid yet intentional photographs. They will learn how to combine observational skills and composition techniques to create compelling images of the world around us.
Standards: AII.14
In this unit students will gain a deeper understanding of color theory and psychology and develop skills in working with limited color palettes through practical challenges. Students will also select and prepare work for the Arts Festival.
Standards: AII.2.c; AII.12
In this unit, students will explore various sequencing methods to create photographs that visually narrate a story, capture movement, or evoke a specific emotion.
Standards: AII.3
In this unit, Students will explore how to translate abstract ideas into compelling photographic images through analysis, experimentation, and creative expression in conceptual photography.
Standards: AII.17
In this final unit of the year, students will revisit key concepts and techniques learned throughout the course. They will finalize and present their photography portfolios, engage in reflective discussions, and participate in organizing and maintaining classroom equipment in preparation for the next school year. Students who require a final exam will complete either a project-based or written assessment.
Standards: AII.8
Photography II is aligned to the Visual Arts III Standards of Learning. The standards for Visual Arts III continue to emphasize the development of critical thinking skills that enable students to organize, investigate, and analyze visual arts content and concepts. Students increasingly focus on historical and cultural studies, critical evaluation, and creative problem solving. Study at this level affords students the opportunity to develop personal directions in the production of their works of art or to further their academic study in the visual arts. Students maintain their portfolios and present and exhibit works. Students explore applications of fine arts skills for the 21st Century workplace, investigate innovations in the arts, and recognize opportunities for a lifelong engagement with visual arts.
This unit aims to help students acclimate to the classroom culture, activate prior knowledge, create and implement a file management system and their digital portfolios.
Standards: AIII.1; AIII.2.c
In this unit, students will review the basic rules of composition from photo 1 and be introduced to the Advanced Rules of Composition. Students will also review and continue practicing talking about and critiquing art and photography
Standards: AIII.2.a.b; AIII.14
In this unit, students will learn about minimalism in art and photography. Through analyzing contemporary works, they will experiment with creating compositions that emphasize this style, focusing on elements like form, negative space, and line.
Standards: AIII.4
In this unit, the concept of formal environmental portraits will be introduced by exploring historical and contemporary examples. Students will learn to build on their previous experience with portraiture, utilize new composition techniques and incorporate environmental elements to create formal portraits that effectively communicate a subject's identity and connection to their surroundings.
Standards: AIII.17
In this unit, students will learn about the artistic concepts of photo typologies and arrangements through analyzing historical and contemporary works, experimenting with creating compositions that emphasize these styles, focusing on elements like form, negative space, and repetition.
Standards: AIII.11
In this unit, students will explore the history of night photography, analyze contemporary works, and create nighttime images using various techniques. This unit works best near the end of Q2 when the days are short and local attractions are illuminated for the winter holidays.
Standards: AIII.15
In this unit, students will explore the influence of cinema on photography and create photo series that evoke a narrative flow. Building heavily on content from the second semester of Photography 1, this unit synthesizes everything students have learned so far, enabling them to produce cinematic style photographs that tell compelling stories.
Standards: AIII.6; AIII.10; AIII.12
In this unit, students will explore the power of photojournalism to amplify their voices and advocate for causes they care about. They will learn to combine impactful text with their images to create visually compelling tools for advocacy, enhancing their ability to communicate powerful messages through photography.
Standards: AIII.3; AIII.7
In this unit, students will explore career pathways in photography with a focus on real estate and architectural photography. Through hands-on practice and industry research, they will develop technical skills, understand professional standards, and gain insight into the business and creative aspects of photography careers.
Standards: AIII.5; AIII.9; AIII.13
As the culminating unit of the course, students will synthesize and refine their photographic work into a final portfolio, which they will present and critique with peers. Emphasis will be placed on self-assessment, artistic growth, and curatorial decisions. In addition, students will take responsibility for resetting and organizing all photography equipment. Those needing a final exam will complete a project-based or written assessment tailored to their advanced skill level.
Standards: AIII.8
The Secondary Theatre Arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
This unit introduces the student to the art of theatre. It establishes good performance and viewing habits, acquaints students with basic terminology and orientation, introduces techniques of improvisation, and observation.
Standards: TI.4; TI.5.a-d
In this unit, students will explore how they can use their movement, body posture, vocal inflection, and relative position on stage to form a performance. They will begin by observing and describing in detail a favorite performance by a professional actor and then experiment with applying their movement and vocal options to creating a nuanced performance.
Standards: TI.4; TI.5.a.-d
In this unit, students will answer the questions “What is theatre?” “What role does theatre play is our culture and in the past?” “How are elements of theatre employed in other works?” Students will also be able to identify the structural components of a play.
Standards: TI.3.a.b; TI.4.b.c; TI.7; TI.11
In this unit, students will be introduced to the Stanislavski method of character analysis and development. This is the foundation for one of the most widely used approaches to creating a role and a good place for every actor to start. Students will have the opportunity to apply the Stanislavski method to two characters, one in a monologue and another in a scene.
Standards: TI.2.b.c; TI.3.b; TI.13.a- d
In this unit, students will explore the wide variety of roles involved in bringing a theatrical production from concept to performance. Beyond acting, students will investigate jobs such as playwright, director, designer, stage manager, and house manager, as well as technical and business roles. This unit emphasizes collaboration and the specialized skills required to transform a creative vision into a fully realized production.
Standards: TI.9; TI.15.a-c; TI.16.b
Students will explore the fundamentals of technical theatre, focusing on set and costume design. They will analyze a script, create vision boards, and produce scale models and costume croquis. This unit introduces design principles and collaborative processes essential for understanding how technical elements support storytelling.
Standards: TI.2.b; TI.3.d-f; TI.16.a-c
This unit synthesizes all acting skills introduced so far. Students will select or write monologues and scenes that challenge them to portray characters unlike themselves physically and emotionally. Emphasis is placed on action, reaction, and pursuing objectives.
Students will apply script analysis, vocal and physical techniques, and staging principles to create compelling performances.
Standards: TI.1; TI.2.a.b; TI.3.c; TI.13.a-d; TI.14
This unit introduces students to the history of Western and non-Western theatre, its development and the role it has played in Western and non-Western societies from origins in Ancient Greece Japan, India, China, Africa through to the modern day.
Standards: TI.4.c; TI.6.b.c
Students will explore the many ways in which theatre arts skills and forms are used in arts and entertainment beyond the stage. Students will apply their developing critical sensibilities to writing thoughtful and relevant reviews of works in film or television.
Standards: TI.3.e.f; TI.4.b.c; TI.6.a; TI.10
The Secondary Theatre Arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Students will build upon previous knowledge with expanded exploration of physical warm-ups. There will be a deeper connection to higher level techniques of movement and improvisation. Students will develop their ability to properly and productively critique their work and the work of others.
Standards: TII.3.c; TII.4; TII.5.a.b
Students will incorporate vocal techniques into their performance while refining their physical approaches to character development in individual and group performances.
Standards: TII.12.a-c
Through research and study, student performers will use pre-existing materials to create, develop, and refine memorized performances of a character. This development will come through the study of vocal and physical performance techniques and cultural and historical research of the plays' period.
Standards: TII.2.a.b; TII.3.a.b; TII.12.a-c; TII.13.a-d
The students will study dramatic structure and write a short scene/play following proper technique and form. They will also study and understand the importance of intellectual property rights as it pertains to theatrical performance.
Standards: TII.1; TII.8
In this unit, students will explore the wide variety of roles involved in bringing a theatrical production from concept to performance. Beyond acting, students will investigate jobs such as playwright, director, designer, stage manager, and house manager, as well as technical and business roles. This unit emphasizes collaboration and the specialized skills required to transform a creative vision into a fully realized production.
Standards: TI.9; TI.15.a-c; TI.16.b
Building on foundational knowledge from Theatre I, students will apply technical theatre skills to lighting and property design. They will explore how technological advancements influence production and learn safe, ethical practices for creating and implementing technical elements. This unit emphasizes practical application and real-world connections to theatre careers.
Standards: TII.9; TII.10; TII.11; TII.16.a-c
In this second cycle of theatre history, students will explore performance rituals and styles from the Renaissance through the rise of realism in the early 1800s. This unit runs concurrently with Theatre History Performance to reinforce historical performance styles.
Standards: TII.3; TII.6.a-d
This unit runs concurrently with Unit 7. This unit's focus is to take knowledge of various performance styles and periods and apply them practically with contemporary performances. The continued study of performance will be enhanced with the social, cultural, and historical information gathered.
Standards: TII.2.a.b; TII.3.a; TII.4; TII.5.a; TII.12.a-c; TII.13.a.b
Students will study the area of physical theatre known as stage combat. They will study the area of vocal theatre known as voiceover work.
Standards: TII.3.b; TII.7; TII.10: TII.11
The Secondary Theatre Arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
In this unit, students will deepen their understanding of the role of critique in theatre arts. They will explore how to give and receive specific, actionable feedback and apply it to improve their performances. Through guided practice, students will learn to distinguish between constructive criticism and non-actionable commentary, reflect on their emotional responses to feedback, and develop strategies for professional communication in theatrical settings.
Students will engage in two fully staged scene performances, each followed by structured peer and teacher critiques. This iterative process emphasizes growth, collaboration, and the professional expectations of theatre artists.
Standards: TIII.3.a-c; TIV.3.a-e; TIV.5.a-c; TIII.5; TIII.14.a.b
This unit expands on Unit 1, but emphasizes critiquing and modifying the performance of a collaborative team. Often, artists have competing visions about a work they are presenting. It is essential for theatre artists to collaborate and reach consensus to present a unified work to their audience.
Standards: TIII.3; TIV.3.a; TIII.5; TIV.5.a-c; TIII.6.b; TIV.6
The dialogue, or text, of a play given to actors by the playwright is the tip of a much bigger character “iceberg.” The actor’s creative agenda is to discover and finally embody a complete character with thoughts, emotions, and desires behind the text. This complex evocation calls upon the actor to use their imagination and whole “instrument” (body and voice) to communicate a multidimensional character to the audience. Texts of plays from different time periods provide additional challenges.
Standards: TIII.6.a-c; TIV.6; TIII.12.a.b; TIV.12.a.b
The central part of this unit is to go through the process of writing a one-act play with an acting time of about 15 -25 minutes. The students will follow an established process to progress from an original idea to a finished script.
Standards: TIII.1.a-e; TIII.3.a-c; TIII.8
This unit focuses on advanced technical theatre applications, emphasizing stage management and the design process from script analysis to finished set or costume design. Students will learn how stage managers coordinate productions and explore design principles through vision boards, scale models, and costume croquis. This unit prepares students for leadership roles and portfolio development.
Standards: TIII.3.c; TIII.6.c; TIII.9.a.b.; TIII.16.a-e
This unit prepares students for the audition process by developing two contrasting monologues, practicing cold readings, and creating professional audition materials such as resumes and headshots. Students will explore industry standards, rehearsal strategies, and performance etiquette to build confidence and professionalism for college and career opportunities in theatre.
Standards: TIII.2.a.b; TIII.12.a.b; TIII.13.a-c
In previous courses, students surveyed theatre history broadly. In Theatre III, students take a deeper dive into two major theatre movements or styles—one Western (post-1800) and one non-Western. Examples include Epic Theatre (Brecht), Absurdist Theatre, Naturalism (Chekhov), Symbolism, Chicano Theatre, African American Theatre, Theatre of Cruelty, Noh Theatre, Chinese Opera, or African post-colonial theatre. Students analyze cultural and historical influences and examine acting styles through research, discussion, and performance.
Standards: TIII.6.a.b
Devised theatre is a consensus-based, community-created style of theatre or theatre-making that originates from concepts, non-theatrical inspirations, images, movement, etc. rather than a traditional script. It requires actors, designers, and directors to work collaboratively and apply all their theatrical talents to reach a final product.
Standards: TIII.6.a.b; TIII.7; TIII.12.a.b; TIII.14.b
Acting for the camera is related to stage acting but requires the performer to submit themselves to the needs of the director and the future plan for editing the film. Many stage acting techniques are too broad for film or television, and much of the meaning of films comes from the careful planning, execution, and editing of camera movements and shots. In this unit, students will experience acting on camera and, in the end, have the opportunity to critique their own performances.
Standards: TIII.4; TIII.10; TIII.11; TIII.15
The Secondary Theatre Arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Students will learn and demonstrate proper handling of all tools in the scene shop space and the importance of safety in the construction of scenic elements. Students will demonstrate knowledge through both written and practical assessments.
Standards: TT.12; TT.13; TT.14; TT.16
Students will read, interpret, and analyze a play in historical and cultural context. They will develop a way to break down a script in basic fashion while beginning to develop an understanding of their individual aesthetic.
Standards: TT.1; TT.2.a.b; TT.3.a-d; TT.4; TT.5; TT.6
In scenic design, students see how scenic designers collaborate with the director, actor, producer, the text, the audience, other designers, etc. to create a developed and complex world. Scenic design easily incorporates other elements of art when drawing renderings and carving out models.
Standards: TT.16; TT.17.a-e
In scenic design, students see how scenic designers collaborate with the director, actor, producer, the text, the audience, other designers, etc. to create a developed and complex world. Scenic design easily incorporates other elements of art when drawing renderings and carving out models.
Standards: TT.21.a-d; TT.22.a-d
Students will understand and evaluate the role of stage properties in relation to performance. Students will explore the overlap of props with all other design forms. With extended learning, the students can create.
Standards: TT.11; TT.15; TT.18
Lighting design is a critical component of theatrical storytelling. Students will explore how lighting designers collaborate with directors, actors, and other designers to create a cohesive visual world. This unit emphasizes both artistic choices and technical proficiency, including the use of emerging technologies and the physics of light.
Standards: TT.10; TT.19.a-e
In sound design, students see how sound designers collaborate with the director, actor, producer, the text, the audience, other designers, etc. to create a developed and complex world for each character. Sound design adds the challenge of having a working knowledge of available technology and how it affects the finalized design.
Standards: TT.20.a-d
Students will learn how the stage manager is the central hub of communication on a production. They will learn the skills necessary to connect the various elements of a production together in a cohesive and collaborative process.
Standards: TT.23
The unit runs concurrently with all other units of the class. By applying the knowledge learned in the classroom, students will be able to use their newfound skills to create scenery, lighting, sound, costumes, props, and stage manage the productions of their schools.
Standards: TT.15; TT.7; TT.8; TT.9
The Secondary Theatre Arts program is an elective opportunity available to students in grades 6-12.
In PWCS, secondary theatre arts instruction provides students with opportunities to explore the art of performance through acting, design, and production in a collaborative environment. Students engage in the creative process by developing original ideas, interpreting scripts, and refining performances, while building technical skills in voice, movement, and stagecraft. Instruction emphasizes understanding dramatic structure, character development, and the cultural and historical contexts of theatre, fostering appreciation for diverse perspectives and traditions. Students also investigate the role of innovation and technology in modern theatre and apply critical thinking to analyze and evaluate performances. Through rehearsal and production, learners strengthen communication, collaboration, and problem-solving skills, preparing them for lifelong engagement with the arts and equipping them with creativity, confidence, and the competencies essential for success in college, career, and community life.
The Visual & Performing Arts Standards of Learning (SOL) are embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately below for organizational purposes, they are integrated throughout instruction, regardless of the learning experience.
Students will learn and demonstrate proper handling of all tools in the scene shop space and the importance of safety in the construction of scenic elements. Students will demonstrate knowledge through both written and practical assessments.
Standards: TT.12; TT.13; TT.14; TT.16
Students will read, interpret, and analyze a play in historical and cultural context. They will develop a way to break down a script in basic fashion while beginning to develop an understanding of their individual aesthetic. This play analysis will serve as the anchor/production text for the rest of the year as all of the design units will center around this text and analysis. It is recommended that the chosen anchor text has clear dramatic action and/or is one of the shows that the school is performing that year so the students’ designs could potentially be used for the actual production.
Standards: TT.1; TT.2.a.b; TT.3.a-3; TT.4; TT.5; TT.6
Students will define and identify the different roles of technical theatre professionals. Students will construct school-based professional goals. Working within those professional goals, the students will assume supervised leadership roles to develop the skills necessary to successfully operate independently.
Standards: TT.5; TT.7; TT.8; TT.9; TT.15; TT.23
This unit serves to establish and demonstrate baseline knowledge of industry technology specifically for set design and construction. Students will, using their play analysis from Quarter 1, design and build a set design for the production/anchor text play. The purpose of this unit is to introduce new technology to the students and apply it to set design. They will need to begin with scale drawings and move into either scale models of sets and/or explore VectorWorks for set design and construction. They can also explore, if Vector Works is out of the realm of possibility, Tinkercad through which they can also 3D print their designs.
Standards: TT.11; TT.17.a-e; TT.10
This unit serves to establish and demonstrate baseline knowledge of industry technology specifically for Costume and Makeup. Students will, using their play analysis from Quarter 1, design and build a costume and makeup design for the production/anchor text play. The purpose of this unit is to introduce new technology to the students and apply it to costume and makeup design. They will need to begin with costume and makeup renderings and move into either digital drawings and/or real-world makeup techniques.
Standards: TT.21.a-d; TT.22.a-d; TT.10
Using the production/anchor text, students will learn the role of a prop master. Throughout this unit, students should: gather a prop list from the production, plan a prop table, design a prop they would need to build, create a rendering for the prop including proposed materials.
Standards: TT.18; TT.10
This unit serves to establish and demonstrate baseline knowledge of industry technology specifically for lighting design and practical implementation of skills. Students will, using their play analysis from Quarter 1, design and build a light plot for the anchor text play. The purpose of this unit is to introduce new technology to the students and apply it to lighting design and application. They will begin with a paper plot and move to Vector Works (if applicable). If also able, the students should explore the basics of writing lighting cues. This unit is heavily dependent on space, availability, show schedule, and teacher knowledge. It is ok to start small and work your way up.
Standards: TT.19.a-e; TT.10
This unit serves to establish and demonstrate baseline knowledge of industry technology specifically for sound design and practical implementation of skills. Students will, using their play analysis from Quarter 1, design and build a sound plot for the production/anchor text play. The purpose of this unit is to introduce new technology to the students and apply it to sound design and application. They will begin with a shopping list for all the sound needs of the play and, of applicable, move to working with audio equipment, like microphones, Rodecaster systems, Garageband, and whatever your space has in terms of sound. This unit is heavily dependent on space, availability, show schedule, and teacher knowledge. It is ok to start small and work your way up.
Standards: TT.20.a-d; TT.10
This unit will run concurrently with the other units in the class. Students will take the theoretical ideas presented in the other units and apply them in real-world situations on the implementation and execution of the school’s seasonal presentations.
Standards: TT.15; TT.7; TT.8; TT.9
This unit serves to prepare students for practical application of their skills in a post-high school environment as well as highlight the skills and experience gained throughout the year. The portfolio serves as a chronicle for their time in theatre, not only in this class. This is a cumulative project that can be done across all theatre courses to ensure that the students are able to accurately depict their well-rounded experiences that will prepare them for a myriad of professions both in and outside of theatre.
Standards: TT.9; TT.5; TT.1; TT.10
In PWCS, the secondary visual arts education builds upon a solid foundation of artistic skills and habits of mind developed in our K-5 program. Students will continue to develop their skills in a multitude of artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They will delve deeper into the history, cultural context, and techniques of visual art. Our curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.
The standards for Art I emphasize the development of skills needed to create, discuss, and understand original works of art. Students use creative processes to communicate ideas and personal life experiences. They create and maintain portfolios documenting their development of ideas and artwork. Students explore the cultural and historical perspectives that influence the development of artwork in a variety of time periods and places. They identify and explore technological developments and new media in the visual arts.
This introductory unit starts the year by formulating a definition of art and going over collaboration and classroom procedures, such as safety, in the art room. The definition of art is determined using a personal, historical, and social context. It is also determined by the arts’ relationships to other arts and non-arts fields of knowledge. The students learn and participate in the steps of a systematic art critique: describe, analyze, interpret, and evaluate. Students are also introduced to art terms like elements of art, principles of design, subject matter, composition, and media that will be used throughout the school year.
Standards: AI.1; AI.3.a-d; AI.4, AI.5; AI.6.d; AI.11
Now that students understand what is art, they next learn the creative process in this unit. Students maintain a sketchbook or process journal throughout the year, and this unit introduces them to how to use it. During the creative process, students follow ethical behaviors and explore technological developments.
Standards: AI.2.a-i; AI.8; AI.10
In this unit, students will go further into the creative process to communicate personal ideas, select media, and apply knowledge of the Elements of Art and Principles of Design. Students will also go further into evaluating work using their critical thinking and communication skills to analyze communication in art, purpose in art, and meaning in art. Their collage/mixed media work of art will include the illusion of space and show increasing skills of media on a two-dimensional surface.
Standards: AI.1.a; AI.3.b-d; AI.13; AI.15; AI.16
In this Drawing unit, the students will further apply their knowledge and understanding of the creative process, critique, Elements of Art, and Principles of Design. In this unit, students create the illusion of space and learn observational skills when creating art. Students will also explore a variety of drawing media.
Standards: AI.2.a-g; AI.3.a; AI.12; AI.13; AI.14; AI.15; AI.16
This painting unit follows the drawing unit and focuses on historical and cultural influences, such as art movements and subject matter that represent ideas about personal, cultural, or social concepts. Studies learn about diverse artists, historical and contemporary art movements, and analyze art in relation to events, places, cultures, and historical periods. The elements of art, especially the illusion of space and color, along with the principles of design, are foundational to communicating meaning in paintings. Once students have explored painting media and practiced painting techniques, they create their own original artwork in response to styles in art history.
Standards: AI.1.b; AI.6.a-c; AI.12; AI.13; AI.15; AI.16; AI.17
A career in art now goes beyond becoming an artist and includes many different media, fields of study, technology, and design applications. Careers also include fields of study outside of art that overlap with the visual arts. This unit helps students start to explore their career options and real-world problem-solving if they would like to pursue a career in the visual arts. This unit's timing is during the school year when students are doing course selections for the next school year. This timing allows students to apply career exploration knowledge to their decision-making for future classes. If your school has events such as an electives fair, rising freshmen night, or specialty program night during this unit, then standard AI.7, engaging the school community through visual arts, can be met. In addition to the creative process, most art careers now use technology, so exploring technological developments as they pertain to art careers will be helpful to students future planning.
Standards: AI.2.a-i; AI.7; AI.9; AI.10; AI.11
The Ceramics & Sculpture Unit introduces students to three-dimensional media such as clay, papier-mâché, wire, recycled / reused / found objects, cardboard, wood, fibers, paper, metal, plaster, glass, books, stone, and plastic. Students can learn techniques such as carving, modeling, constructing, assembling, or even casting that are specific to sculpture and ceramics. Sculpture has a unique history, so students will respond to the history, culture, and artists of the past and present when creating their art. The process of creating something three-dimensional often starts as two-dimensional, so students will use their sketchbook or process journal to apply the steps of the creative process for this unit. Safety, communication, and collaboration will be important for media and tools that require special attention and care. Sculptures can be displayed in schools, professional buildings, and throughout the community, so this unit provides an opportunity for students to connect with the school community.
Standards: AI.2.a-i; AI.5; AI.6.a-d; AI.7; AI.15; AI.16; AI.17
This textile unit brings together the creative process, historical and cultural influences of art, communication using the elements of art and principles of design, skill and control of media and techniques, and a variety of textile media. Due to the history of textile art, students will once again define art and defend that definition in relation to textile art. Safety practices will be used with techniques such as sewing with needles or dying fabrics or hot wax, depending on which materials are used during the unit. Students will create a textile summative in response to styles from textile art history. This unit offers a very wide variety of materials, techniques, and summative options. Therefore, teachers will select the materials and techniques that work best for their school and students.
Standards:AI.2.a-i; AI.4; AI.5; AI.6.a-d; AI.12; AI.15; AI.16; AI.17
There are several methods of printmaking, such as relief printmaking (letterpress, linoleum block, woodcut, wood engraving), intaglio printmaking (aquatint, engraving, etching, dry point, mezzotint, photogravures), stencil (screen-printing/silkscreen), collagraph, and monoprint. Different methods require different materials, tools, and equipment, so teachers can select the method that works best for their school, students, and Art 1 level of learning. Throughout the unit students will increase their skill and control of the printmaking media. Students will use the creative process to develop ideas and their printmaking artwork while also understanding the cultural and historical influence of printmaking throughout time. The Elements of Art and Principles of Design will be applied to communicate meaning in the prints. Various printmaking media will be used by students to form a wholistic understanding of the art of printmaking.
Standards:AI.2.a-i; AI.5; AI.6.a.c; AI.12; AI.15; AI.16
The world of current technology is constantly changing, and it is important to educate students in the new direction of the arts while still understanding where it first started. Allowing students the time to explore and experiment with digital programs, tools, and contemporary media is essential in their artistic growth. This Technology / Contemporary Media unit introduces students to new visual arts skills, media, content, and processes that are likely to evolve throughout their lifetime. Students explore the impact of current and emerging technologies on visual arts and develop problem-solving skills by cultivating connections between fields of knowledge. Students acquire technical, collaborative, artistic, and communication knowledge and skills necessary for creative, expressive, and artistic production. Students apply Elements of Art and Principles of Design to communicate their ideas and ethical behaviors are followed to ensure authentic works of art are created.
Standards:AI.2.a-i; AI.5; AI.8; AI.10; AI.11; AI.12; AI.15; AI.16
The standards for Visual Arts II help students extend and refine the ability to investigate and respond to the visual arts. Students examine the importance of process, content, concepts, and skills involved in the development of original works of art and design. Students continue to maintain process portfolios and select work for exhibition.
This introductory unit starts the year by expanding or changing the student’s definition of art from Art 1. To expand or change their definition, students will learn about the historical and cultural influences of art, such as social, political, economic, and cultural factors. They will view art from personal, cultural, and historical perspectives. Art inspired by other fields of knowledge will be explored to add to their definition of art. They will also define art by applying knowledge of ethics in art. Students take on greater responsibility with shared art materials
Standards: AII.4; AII.5; AII.6.b.c; AII.8; AII.11
This is the second unit in Art 2 following What is Art? Students have already learned the Creative Process in Art 1, so this knowledge of the creative process is expanded in Art 2 to develop a personal style and point of view in artwork. In Art I, students learned how to photograph and digitally store their artworks. In this Art 2 unit, students use technology to create a digital portfolio to present their work. Students use critique to edit and refine their work. While students work through the creative process in their sketchbooks and select work for their portfolio, they will apply and justify their ethical choices in art making.
Standards: AII.1.a.b; AII.2.a.b.c; AII.3.b.c; AII.8; AII.10
In Art 1, students learned the Elements of Art and were introduced to the Principles of Design, so this unit will focus more on the Principles of Design and reinforce the Elements of Art. Students learn various collage and mixed media processes and techniques, and develop proficiency in that media. Once these skills are learned, the students can select their own materials, media (traditional and nontraditional), and processes to create art that shows their personal interest and communication of ideas, and most importantly, addresses community needs. Students will learn how art is beneficial to the community.
Standards: AII.1.a; AII.7; AII.12; AII.15; AII.16
This drawing unit expands on drawing media and skills from Art 1 while having students develop and communicate their personal style and point of view in their artwork. New critique skills help students find connections between multiple works of art in a series or sequence and students discover other artists’ points of view or style when they draw a subject. Elements of Art and Principles of Design are still being used to communicate meaning. Perspective techniques and ways to create the illusion of space are more complex, giving students more options to create space in their drawings. Students are challenged to balance the technical aspects of observational drawing with their own artistic style. Drawing media is expanded to include higher level media and nontraditional media.
Standards: AII.1.b; AII.3.a.b; AII.12; AII.13; AII.14; AII.15; AII.16; AII.17
The focus of this painting unit is for the student to use historical and cultural knowledge of art, along with painting skills and perspective techniques, to create their own unique personalized painting. In this unit, students apply creative thinking skills just like they did during the Art 1 Painting Unit, but they transition from painting a variety of subject matter to communicating their own personal style and point of view. Students expand their critique process to include identifying common characteristics in paintings that are a series or sequence, and evaluate a wider range of work to include their own and professional works. In Art 1, students learned about paintings from diverse artists and art movements. Now students will learn about diverse artists and art from both the past and the present. As they learn about artists and artworks, they will also interpret a subject that the artist has painted in an original style or point of view. In addition to the social, cultural, and historical context of art learned in Art 1, Art 2 students will also learn about political and economic influences. Students continue to use the elements of art and principles of design to communicate meaning, but now more effectively. Students will learn additional painting media and techniques such as acrylic and gouache to add onto their Art 1 skill set that already includes tempera, watercolor, and possibly basic acrylic painting skills. More advanced techniques to create the illusion of space will be used such as atmospheric perspective and multi-point perspective. The culmination of the unit will be a unique, personalized painting that uses all the knowledge gained about personal style/point of view, diversity in painting, social/political/economic/cultural factors that influence art, and various ways to show a subject matter. This painting will demonstrate a high level of skill with paint media and show depth using newly learned or refined perspective techniques.
Standards: AII.1.b; AII.3.a-c; AII.6.a.b; AII.12; AII.13; AII.15; AII.17
Students will begin this unit by creating a short digital portfolio that exhibits their work from this year. This will give them experience with selecting their best work and refining or editing it if necessary. Students will also begin to understand how including parts of their creative process can be valuable to a portfolio. Following that, students will start researching art-related skills that relate to postsecondary education, career opportunities, and community needs. Students can engage with the community in various ways during this unit, depending on what fits best for your school. Lastly, students will choose a postsecondary educational program to research and present the information to the class, so students gain a wide variety of ideas to consider for their course selections and their future.
Standards: AII.2.a-c; AII.7; AII.9; AII.10
This unit builds on the Art 1 Sculpture/Ceramics unit but focuses more on developing higher-level skills and exploring more three-dimensional media, both traditional and nontraditional. Students connect their own sculptures to diverse artists and artworks from history and now. Media options can include clay, papier-mâché, wire, recycled / reused / found objects, cardboard, wood, fibers, paper, metal, plaster, glass, books, stone, and plastic. Techniques specific to sculpture and ceramics can include carving (balsa wood/basswood, foam, stone), modeling (clay, papier-mâché), constructing (cardboard, metal, wood, wire, paper), assembling (readymade parts, wire), or even casting. Nontraditional media can include fiber arts, glass, art materials for kinetic sculptures, art installations, or any material that can become a sculpture. Students also make connections between sculpture and other fields of knowledge. As students research community needs, they can plan how sculptures can be displayed in schools, professional buildings, and throughout the community, and support a specific need in the community.
Standards: AII.6.a; AII.7; AII.11; AII.15; AII.16
This textile unit uses the critique process to identify commonalities in works of art. Safety procedures will be used with techniques such as sewing with needles or dying fabrics or hot wax, depending on which materials are used during the unit. Safety procedures will be demonstrated and taught. Students will learn about the historical and cultural influences of fiber art and textiles, then identify diverse artists and artworks. The class will discuss social, political, economic, and cultural factors that influence textile art. Like the Sculpture and Ceramics Unit, students will identify ways textile art can address community needs. Elements of Art and Principles of Design are still effectively used to communicate meaning in textile art. With a broad range of skills in textiles, students will develop more control of the media and use higher level techniques than in Art 1. Students will create a textile work of art that combines traditional and nontraditional media. This unit offers a very wide variety of materials, techniques, and summative options. Therefore, teachers will select the materials and techniques that work best for their school and students.
You may notice some overlap between the Art 1 Textile Unit and the Art 2 Textile Unit. This is due to the variety of media and techniques available for Textile Art. You may choose to teach one medium for Art 1 and a different medium for Art 2. Or, you maybe decide to choose the same medium and create a different lesson for both. The main differences in the unit guides are the standards and the higher-level learning.
Standards: AII.3.a; AII.5; AII.6.a.b; AII.7; AII.12; AII.15; AII.16
A large part of this unit guide will look like the Art 1 Printmaking unit guide due to the many options available in printmaking media and techniques. For example, teachers could focus on linoleum block printing for Art 1 and intaglio printing for Art 2. Or teachers could do linoleum block printing for both Art 1 and Art 2 but use higher level skills and techniques for Art 2. This unit guide provides many options that meet the standards.
As mentioned in the Art 1 Printmaking Unit Guide, there are several methods of printmaking. These include relief printmaking (letterpress, linoleum block, woodcut, wood engraving), intaglio printmaking (aquatint, engraving, etching, dry point, mezzotint, photogravures), stencil (screen-printing/silkscreen), collagraph, lithography, and monoprint. Different methods require different materials, tools, and equipment, so teachers can select the method that works best for their school, students, and Art 2 level of learning. Throughout the unit, students will demonstrate proficiency, skill, and control of the printmaking media. Artwork will have cultural and historical influences with a focus on social, political, economic, and cultural factors. Students will demonstrate personal responsibility for the care and safe use of printmaking materials. Various printmaking media will be used by students to form a wholistic understanding of the art of printmaking and will include both traditional and nontraditional media.
Standards: AII.5; AII.6.b; AII.15; AII.16
Just like the printmaking unit, a large part of this unit guide will look like the Art 1 Technology / Contemporary Media unit guide due to the many options available in technology and contemporary media and techniques. Teachers should choose the lessons that align with the standards and the Art 2 level of students.
The world of current technology is constantly changing, and it is important to educate students in the new direction of the arts while still understanding where it first started. Growing technology and contemporary media can address the needs of the community and students will identify ways in which they can help. Allowing students the time to explore and experiment with digital programs, tools, and contemporary media is essential in their artistic growth. This Technology / Contemporary Media unit introduces students to new visual arts skills, media, content, and processes that are likely to evolve throughout their lifetime. Contemporary media is not just nontraditional media, it is a diverse range of materials and techniques used by artists to create works that reflect current ideas, issues and cultural trends. Teachers can choose a summative project that is technology media or contemporary media or both. Students explore the impact of current and emerging technologies on visual arts and develop problem-solving skills by cultivating connections between fields of knowledge and developing their creative process both on paper and digitally. Students acquire technical, collaborative, artistic, and communication knowledge and skills necessary for creative, expressive, and artistic production. Students apply Elements of Art and Principles of Design to communicate meaning while making ethical choices to ensure authentic works of art are created.
Standards: AII.2.b; AII.7; AII.8; AII.10; AII.11: AII.12; AII.16
Art III helps students refine their artistic skills while exploring and expressing their personal truths. Through self-reflection and creative problem solving, they develop a unique artistic voice and deepen their understanding of visual literacy and critical thinking. By studying historical and contemporary art, students learn how artists communicate identity and experience across cultures and time. They apply these insights to their own work using diverse media and techniques. Students maintain a portfolio that documents their growth, culminating in presentations and exhibitions.
This is the introductory unit in Art III, which builds on the foundational concepts from Art I and II. Students now move beyond understanding the creative process to mastering it as a tool for expressing a unique artistic voice. In this unit, students will refine their personal style and develop a clear point of view in their work. Building on prior experience with digital documentation, students will now curate and design a professional traditional and/or digital portfolio that showcases their growth and artistic identity. Through ongoing critique and self-reflection, students will revise and elevate their work. As they plan, create, and present their art, they will also engage in thoughtful discussions about the ethical responsibilities of artists and justify the choices they make in their creative practice.
Standards: AIII.1; AIII.2.a-d; AIII.8.a
In this drawing unit, students will create a digital or traditional portfolio that explores and expresses their personal truths—ideas, experiences, and values that shape who they are. Building on skills from Art 1, students will use advanced drawing techniques, including complex perspective and spatial illusion, to visually communicate their inner narratives. Through both traditional and nontraditional media, they will develop a cohesive body of work that reflects their unique voice and identity. The Elements of Art and Principles of Design will serve as tools to enhance meaning and emotional impact. Through critique and reflection, students will connect their own work to that of other artists, gaining insight into how personal truth can be conveyed through style, subject, and symbolism. This portfolio becomes a powerful space for self-discovery and authentic artistic expression.
Standards: AIII.1; AIII.2.b; AIII.3.b; AIII.4; AIII.6; AIII.13; AIII.14.a; AIII.15; AIII.17
In this unit, students will build on their foundational knowledge of the Elements of Art and shift their focus toward a deeper understanding and application of the Principles of Design. Through hands-on exploration of advanced collage and mixed media layering techniques, students will develop technical proficiency and creative confidence in combining traditional and nontraditional materials.
As students gain mastery of these processes, they will begin to make independent choices in media, materials, and techniques to create artwork that reflects their personal interests and creative intent. Emphasis will be placed on strong compositional strategies, encouraging students to thoughtfully organize visual elements to enhance meaning and impact
Standards: AIII.1; AIII.3.a.c; AIII.4; AIII.7; AIII.17
In this unit, students will deepen their understanding of painting by integrating historical, cultural, political, and economic contexts into their creative process. Building on foundational skills from Art 1 and 2, students will now focus on developing a personalized visual voice through advanced painting techniques, particularly palette knife application and gouache media.
Students will explore how artists from diverse historical and contemporary backgrounds use painting to express unique perspectives. They will analyze and interpret subject matter through the lens of these influences, then apply that insight to create original works that reflect their own style and personal truths.
This unit will emphasize creative independence, advanced media techniques, perspective and depth, and critical analysis with a culminating summative assignment focused on a high level of craftsmanship, technical skill, contextual awareness and personal expression.
Standards: AIII.1; AIII.2.b; AIII.3.b; AIII.4; AIII.5; AIII.6; AIII.10; AIII.13; AIII.14.a; AIII.15; AIII.17
In this unit, students will explore how their creative skills can translate into real-world opportunities across a range of careers in the arts and beyond. They will begin by developing a digital portfolio that highlights their strongest work from the year, with a focus on curation, refinement, and showcasing their creative process. Students will research art-related skills connected to postsecondary education, career paths, and community needs as to how visual thinking and design principles apply not only to traditional art careers but also to fields like architecture, industrial design, and digital media. Finally, each student will research and present a postsecondary art or design program, sharing insights on curriculum, admissions, and career outcomes. This unit aims to help students build confidence, recognize the versatility of artistic skills, and make informed decisions about their educational and professional future.
Standards: AIII.5; AIII.6.d; AIII.7; AIII.8; AIII.9; AIII.10; AIII.11
This unit builds on prior sculpture and ceramics experience, guiding students into advanced hand-building techniques, structural design, and surface treatments likes graffito. Students will explore both traditional (clay, wood, wire, plaster) and nontraditional (recycled, fiber, mixed media) materials to create expressive, three-dimensional works.
Key techniques include carving, modeling, constructing, assembling, and surface design. Students will study diverse sculptors and connect their work to global and contemporary practices, while also exploring links to fields like architecture, engineering, and environmental design.
Standards: AIII.1; AIII.7; AIII.15
In this Art 3 printmaking unit, students will deepen their skills in relief and monoprint techniques, focusing on woodcuts, linoleum block printing, or gelli plate printing. Building on foundational knowledge, they will explore complex compositions, layering, and conceptual development. Students will examine cultural and historical influences in their work, addressing social, political, economic, and cultural themes. Emphasis will be placed on technical proficiency, creative expression, and responsible use of materials such as carving tools, brayers, inks, gelli plates, and safety gear. Assessment will be based on craftsmanship, innovation, thematic depth, studio safety, and participation in peer and group critiques.
Standards: AIII.1; AIII.2.a; AIII.3.d; AIII.9; AIII.10; AIII.12; AIII.15; AIII.16
This unit introduces Art 3 students to the dynamic world of digital and contemporary media, encouraging them to explore how emerging technologies are reshaping artistic expression and communication. While building upon traditional foundations, students will experiment with digital tools, software, and nontraditional materials to develop skills that reflect current cultural trends and personal narratives.
They will apply the Elements of Art and Principles of Design in both digital and physical formats, make ethical creative choices, and engage in collaborative, expressive, and technically proficient work. Assessments may focus on technology-based, contemporary, or hybrid media projects, allowing students to connect innovation with meaningful visual storytelling.
Standards: AIII.2.b.c; AIII.5; AIII.6.d; AIII.8; AIII.10; AIII.11
Art IV reinforces artistic competence and confidence in skills of analysis, evaluation, and creation of works of art. The student-directed approach at this level richly enhances personal expressive abilities. An advanced level of performance that reflects critical and independent thinking and innovation is expected. Students continue to maintain process art portfolios and select and prepare works for exhibition.
In this unit, students will begin their self-directed artistic journey by developing a personal essential/inquiry question that drives the creation of a cohesive body of work. Students will become familiar with the practice of inquiry through series, delve into their interests and motivations, and develop an essential question to direct their work. They will learn to responsibly gather and cite reference materials, using both digital and traditional methods—excluding AI-generated content—to support their creative vision. Ethical use of borrowed imagery will be emphasized, ensuring all sources are properly credited. This skill base will be used during a research and source gathering phase to prepare students to begin their series and initiate the beginning of their process journal and portfolio.
Standards: AIV.1; AIV.2.a; AIV.8
This unit guides students through two areas of research to prepare for their sustained investigation: examining, contrasting and comparing artists with a focus on historical and cultural influences, and exploration, experimentation, and practice with media with the intention of finding synthesis with the inquiry question. The sketchbook (traditional or digital) is used as a tool for research, experimentation, and reflection. Students will research/compare and contrast the motivation of artists, how they respond to cultural and historical contexts, and make intentional choices in materials and subject matter. Inspired by the use of media by other artists and their background knowledge, students explore new and old media for processes, techniques and methodologies to synthesize connection between media and essential/inquiry question.
Standards: AIV.2.a; AIV.4; AIV.6; AIV.10; AIV.11
In this unit, students will embark on a self-directed artistic journey guided by a personally developed inquiry/essential question. Through sustained investigation, students will explore themes that are meaningful to them, using both traditional and experimental media. Emphasis will be placed on the development of personal voice, creative risk-taking, and the refinement of technical skills.
Students will maintain a sketchbook—digital or traditional—to document their research, planning, process, experimentation, and reflection. They will compile reference materials responsibly, avoiding AI-generated content, and will cite all borrowed imagery appropriately. Peer collaboration will be encouraged through structured critique sessions, where students will give and receive constructive feedback.
By the end of the unit, students will produce a cohesive body of original artwork that demonstrates growth in idea development, media exploration, and conceptual depth.
Standards: AIV.1; AIV.2; AIV.8; AIV.5; AIV.11; AIV.12; AIV.13; AIV.14; AIV.15; AIV.16; AIV.17
As the sustained investigation draws to a close, students begin the process of reflection and compiling a portfolio. A written commentary consisting of explanation of essential questions and a description/narration of their artistic processes accompany the artwork, in addition to individual artist statements. These artists statements describe the purpose, media synthesis, and artistic processes involved making the artwork. Students compile a portfolio which can consist of: artwork, process work, and written statements, media exploration pages, artist compare/contrasts, etc.
Standards: AIV.2.b; AIV.3.b
In this unit, students continue to explore the role and responsibility of an artist by creating and installing a display of their sustained investigation as part of an in-school display, school, or county art show. Students will consider the intended impact and messaging conveyed by signage, artist statements, and arrangement of work. Students will also consider the inclusion of supplemental work such as process journals, sketchbooks, and vision/mood/idea boards to further demonstrate the intentionality behind their work. Students resume the responsibilities of a curator, installing and taking down their artwork. As an extension, students can be present at the show to educate attendees.
Standards: AIV.2.b; AIV.11
In this unit, students will complete final revisions of their sustained investigation and compile and submit a digital portfolio of their sustained investigation and best works completed to date. The portfolio demonstrates includes documentation of practice, experimentation and revision through process work, sketchbook photos, and research documentation. Written commentary is included with artist statements, reflection, and artwork citations. Students will order their sustained investigation to highlight growth of investigation, skill, and idea development. Reference images and personal imagery will be demonstrated and cited throughout the process.
Standards: AIV.2.a; AIV.5; AIV.8; AIV.11; AIV.14; AIV.15
This is the final unit in a PWC students’ visual arts journey. Throughout this unit, the student examines their future in the visual arts through researching art advocacy leaders and potential careers in the visual arts. Students examine visual arts advocacy groups, centers, and programs in the community providing support and opportunities for those in the visual arts, in addition to understanding the necessity and benefits of this program. Following the creation of a portfolio, students explore their interests in the arts and examine potential careers paths to follow.
Standards: AIV.7; AIV.9