The standards in this section describe the cumulative skills and knowledge expected of students upon graduating high school. They presume that the students have achieved the standards specified for grades 5-8; they assume that the students will demonstrate higher levels of the expected skills and knowledge, will deal with increasingly complex art works, and will provide more sophisticated responses to works of art. Determining the curriculum and the specific instructional activities necessary to achieve the standards is the responsibility of states, local school districts, and individual teachers.

The standards establish "proficient" and "advanced" achievement standards for grades 9-12 in each discipline. The proficient level is intended for students who have completed courses of study involving relevant skills and knowledge in that discipline for one to two years beyond grade 8. The advanced level is intended for students who have completed courses of study involving relevant skills and knowledge in that discipline for three to four years beyond grade 8. Students at the advanced level are expected to achieve the standards established for the proficient as well as the advanced levels. Every student is expected to achieve the proficient level in at least one arts discipline by the time he or she graduates from high school.

High students need to continue to dance and create dances in order to develop more highly their ability to communicate in a way that is different from the written or spoken word, or even from other visual or auditory symbol systems. They also need to respect their bodies and to understand that dance is the product of intentional and intelligent physical actions. Continued development of movement skills and creative and critical thinking skills in dance is important regardless of whether students intend a dance career.

Technical expertise and artistic expression are enhanced through reflective practice, study, and evaluation of their own work and that of others. Because dance involves abstract images, students can develop higher order thinking skills through perceiving, analyzing, and making discriminating judgments about dance. Education in dance, which has been an integral part of human history, is also important if students are to gain a broad cultural and historical perspective. Students examine the role and meaning of dance in diverse social, cultural, and historical contexts through a variety of dance forms. Experience with dance of many cultures helps students to understand the cultural lives of others.

Content Standard #1: Identifying and demonstrating movement elements and skills in performing dance

Achievement Standard, Proficient:

• Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and nonlocomotor/axial movements
• Students identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions
• Students demonstrate rhythmic acuity
• Students create and perform combinations and variations in a broad dynamic range
• Students demonstrate projection while performing dance skills
• Students demonstrate the ability to remember extended movement sequences

Achievement Standard, Advanced:

• Students demonstrate a high level of consistency and reliability in performing technical skills
• Students perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance
• Students refine technique through self-evaluation and correction

Content Standard #2: Understanding choreographic principles, processes, and structures

Achievement Standard, Proficient:

• Students use improvisation to generate movement for choreography
• Students demonstrate understanding of structures or forms (such as palindrome, theme and variation, rondo, round, contemporary forms selected by the student) through brief dance studies
• Students choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures

Achievement Standard, Advanced:

• Students demonstrate further development and refinement of the proficient skills to create a small group dance with coherence and aesthetic unity
• Students accurately describe how a choreographer manipulated and developed the basic movement content in a dance

Content Standard #3: Understanding dance as a way to create and communicate meaning

Achievement Standard, Proficient:

• Students formulate and answer questions about how movement choices communicate abstract ideas in dance
• Students demonstrate understanding of how personal experience influences the interpretation of a dance
• Students create a dance that effectively communicates a contemporary social theme

Achievement Standard, Advanced:

• Students examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives
• Students compare and contrast how meaning is communicated in two of their own choreographic works

Content Standard #4: Applying and demonstrating critical and creative thinking skills in dance

Achievement Standard, Proficient:

• Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions
• Students establish a set of aesthetic criteria and apply it in evaluating their own work and that of others
• Students formulate and answer their own aesthetic questions (such as, What is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance?)

Achievement Standard, Advanced:

• Students discuss how skills developed in dance are applicable to a variety of careers
• Students analyze the style of a choreographer or cultural form; then create a dance in that style (choreographers that could be analyzed include George Balanchine, Alvin Ailey, Laura Dean; cultural forms include bharata natyam, classical ballet)
• Students analyze issues of ethnicity, gender, social/economic class, age and/or physical condition in relation to dance

Content Standard #5: Demonstrating and understanding dance in various cultures and historical periods

Achievement Standard, Proficient:

• Students perform and describe similarities and differences between two contemporary theatrical forms of dance
• Students perform or discuss the traditions and technique of a classical dance form (e.g., Balinese, ballet)
• Students create and answer twenty-five questions about dance and dancers prior to the twentieth century
• Students analyze how dance and dancers are portrayed in contemporary media

Achievement Standard, Advanced:

• Students create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts
• Students compare and contrast the role and significance of dance in two different social/historical/ cultural/political contexts

Content Standard #6: Making connections between dance and healthful living

Achievement Standard, Proficient:

• Students reflect upon their own progress and personal growth during their study of dance
• Students effectively communicate how lifestyle choices affect the dancer
• Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media

Achievement Standard, Advanced:

Students discuss challenges facing professional performers in maintaining healthy lifestyles

Content Standard #7: Making connections between dance and other disciplines

Achievement Standard, Proficient:

• Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines
• Students clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning
• Students demonstrate/discuss how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project

Achievement Standard, Advanced:

• Students compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context
• Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation)

The study of music contributes in important ways to the quality of every student's life. Every musical work is a product of its time and place, although some works transcend their original settings and continue to appeal to humans through their timeless and universal attraction. Through singing, playing instruments, and composing, students can express themselves creatively, while a knowledge of notation and performance traditions enables them to learn new music independently throughout their lives. Skills in analysis, evaluation, and synthesis are important because they enable students to recognize and pursue excellence in their musical experiences and to understand and enrich their environment. Because music is an integral part of human history, the ability to listen with understanding is essential if students are to gain a broad cultural and historical perspective. The adult life of every student is enriched by the skills, knowledge, and habits acquired in the study of music.

Every course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter.

Content Standard #1: Singing, alone and with others, a varied repertoire of music

Achievement Standard, Proficient:

• Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory
• Students sing music written in four parts, with and without accompaniment
• Students demonstrate well-developed ensemble skills

Achievement Standard, Advanced:

• Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6
• Students sing music written in more than four parts
• Students sing in small ensembles with one student on a part

Content Standard #2: Performing on instruments, alone and with others, a varied repertoire of music

Achievement Standard, Proficient:

• Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
• Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
• Students perform in small ensembles with one student on a part

Achievement Standard, Advanced:

• Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6

Content Standard #3: Improvising melodies, variations, and accompaniments

Achievement Standard, Proficient:

• Students improvise stylistically appropriate harmonizing parts Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys Students improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality

  Achievement Standard, Advanced:

  • Students improvise stylistically appropriate harmonizing parts in a variety of styles
  • Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality

  Content Standard #4: Composing and arranging music within specified guidelines

  Achievement Standard, Proficient:

  • Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect
  • Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music
  • Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources

  Achievement Standard, Advanced:

  • Students compose music, demonstrating imagination and technical skill in applying the principles of composition

  Content Standard #5: Reading and notating music

  Achievement Standard, Proficient:

  • Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
  • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6

  Achievement Standard, Advanced:

  • Students demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
  • Students interpret nonstandard notation symbols used by some 20th-century composers
  • Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

  Content Standard #6: Listening to, analyzing, and describing music

  Achievement Standard, Proficient:

  • Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices
  • Students demonstrate extensive knowledge of the technical vocabulary of music
  • Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques

  Achievement Standard, Advanced:

  • Students demonstrate the ability to perceive and remember music events by describing in detail significant events (e.g., fugal entrances, chromatic modulations, developmental devices) occurring in a given aural example
  • Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
  • Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive

  Content Standard #7: Evaluating music and music performances

  Achievement Standard, Proficient:

  • Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
  • Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

  Achievement Standard, Advanced:

  • Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

  Content Standard #8: Understanding relationships between music, the other arts, and disciplines outside the arts

  Achievement Standard, Proficient:

  • Students explain how elements, artistic processes (such as imagination or craftmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples
  • Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
  • Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music (e.g., language arts: compare the ability of music and literature to convey images, feelings, and meanings; physics: describe the physical basis of tone production in string, wind, percussion, and electronic instruments and the human voice and of the transformation and perception of sound)

  Achievement Standard, Advanced:

  • Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures
  • Students explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts (e.g., creators: painters, composers, choreographers, playwrights; performers: instrumentalists, singers, dancers, actors; others: conductors, costumers, directors, lighting designers)

  Content Standard #9: Understanding music in relation to history and culture

  Achievement Standard, Proficient:

  • Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications
  • Students identify sources of American music genres (e.g., swing, Broadway musical, blues) trace the evolution of those genres, and cite well-known musicians associated with them
  • Students identify various roles (e.g., entertainer, teacher, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements

  Achievement Standard, Advanced:

  • Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context
  • Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences

In grades 9-12, students view and construct dramatic works as metaphorical visions of life that embrace connotative meanings, juxtaposition, ambiguity, and varied interpretations. By creating, performing, analyzing, and critiquing dramatic performances, they develop a deeper understanding of personal issues and a broader worldview that includes global issues. Since theatre in all its forms reflects and affects life, students should learn about representative dramatic texts and performances and the place of that work and those events in history. Classroom work becomes more formalized with the advanced students participating in theatre, film, television, and electronic media productions.

Content Standard #1: Script writing through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history

Achievement Standard, Proficient:

• Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience

Achievement Standard, Advanced:

• Students write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action

Content Standard #2: Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions

Achievement Standard, Proficient:

• Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media
• Students compare and demonstrate various classical and contemporary acting techniques and methods
• Students in an ensemble, create and sustain characters that communicate with audiences

Achievement Standard, Advanced:

• Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance
• Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions

Content Standard #3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions

Achievement Standard, Proficient:

• Students explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup)
• Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements
• Students develop designs that use visual and aural elements to convey environments that clearly support the text
• Students apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup
• Students design coherent stage management, promotional, and business plans

Achievement Standard, Advanced:

• Students explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions
• Students collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions
• Students safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions
• Students create and reliably implement production schedules, stage management plans, promotional ideas, and business and front of house procedures for informal and formal theatre, film, television, or electronic media productions

Content Standard #4: Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions

Achievement Standard, Proficient:

• Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting
• Students justify selections of text, interpretation, and visual and aural artistic choices
• Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes

Achievement Standard, Advanced:

• Students explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions
• Students collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions
• Students conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals

Content Standard #5: Researching by evaluating and synthesizing cultural and historical information to support artistic choices

Achievement Standard, Proficient:

• Students identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions

Achievement Standard, Advanced:

• Students research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions

Content Standard #6: Comparing and integrating art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms

Achievement Standard, Proficient:

• Students describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, and the visual arts
• Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre
• Students illustrate the integration of several arts media in informal presentations

Achievement Standard, Advanced:

• Students compare the interpretive and expressive natures of several art forms in a specific culture or historical period
• Students compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art)
• Students integrate several arts and/or media in theatre, film, television, or electronic media productions

Content Standard #7: Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions

Achievement Standard, Proficient:

• Students construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues
• Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement
• Students analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices
• Students constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions

Achievement Standard, Advanced:

• Students construct personal meanings from nontraditional dramatic performances
• Students analyze, compare, and evaluate differing critiques of the same dramatic texts and performances
• Students critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese kabuki, and others)
• Students analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work

Content Standard #8: Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present

Achievement Standard, Proficient:

• Students compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts
• Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods
• Students identify cultural and historical sources of American theatre and musical theatre
• Students analyze the effect of their own cultural experiences on their dramatic work

Achievement Standard, Advanced:

• Students analyze the social and aesthetic impact of underrepresented theatre and film artists
• Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods
• Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions

In grades 9-12, students extend their study of the visual arts. They continue to use a wide range of subject matter, symbols, meaningful images, and visual expressions. They grow more sophisticated in their employment of the visual arts to reflect their feelings emotions and continue to expand their abilities to evaluate the merits of their efforts. These standards provide a framework for that study in a way that promotes the maturing students' thinking, working, communicating, reasoning, and investigating skills. The standards also provide for their growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge and these skills, they gain in their ability to apply knowledge and skills in the visual arts to their widening personal worlds.

The visual arts range from the folk arts, drawing, and painting, to sculpture and design, from architecture to film and video -- and any of these can be used to help students meet the educational goals embodied in these standards. For example, graphic design (or any other field within the visual arts) can be used as the basis for creative activity, historical and cultural investigations, or analysis throughout the standards. The visual arts involve varied tools, techniques, and processes all of which also provide opportunities for working toward the standards. It is the responsibility of practitioners to choose from among the array of possibilities offered by the visual arts to accomplish specific educational objectives in specific circumstances.

To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts. As they develop greater fluency in communicating in visual, oral, and written form, they must exhibit greater artistic competence through all of these avenues.

In grades 9-12, students develop deeper and more profound works of visual art that reflect the maturation of their creative and problem-solving skills. Students understand the multifaceted interplay of different media, styles, forms, techniques, and processes in the creation of their work.

Students develop increasing abilities to pose insightful questions about contexts, processes, and criteria for evaluation. They use these questions to examine works in light of various analytical methods and to express sophisticated ideas about visual relationships using precise terminology. They can evaluate artistic character and aesthetic qualities in works of art, nature, and human-made environments. They can reflect on the nature of human involvement in art as a viewer, creator, and participant.

Students understand the relationships among art forms and between their own work and that of others. They are able to relate understandings about the historical and cultural contexts of art to situations in contemporary life. They have a broad and in-depth understanding of the meaning and import of the visual world in which they live.

Content Standard #1: Understanding and applying media, techniques, and processes

Achievement Standard, Proficient:

• Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
• Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Achievement Standard, Advanced:

• Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
• Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Content Standard #2: Using knowledge of structures and functions

Achievement Standard, Proficient:

• Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
• Students evaluate the effectiveness of artworks in terms of organizational structures and functions
• Students create artworks that use organizational principles and functions to solve specific visual arts problems

Achievement Standard, Advanced:

• Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
• Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas

Achievement Standard, Proficient:

• Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
• Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Achievement Standard, Advanced:

• Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
• Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

Content Standard #4: Understanding the visual arts in relation to history and cultures

Achievement Standard, Proficient:

• Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
• Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
• Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Achievement Standard, Advanced:

• Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
• Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Achievement Standard, Proficient:

• Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
• Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
• Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

Achievement Standard, Advanced:

• Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Content Standard #6: Making connections between visual arts and other disciplines

Achievement Standard, Proficient:

• Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
• Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Achievement Standard, Advanced:

• Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences