Thanks for printing!  Don't forget to come back to Georgia Renaissance Festival for fresh articles!

Georgia Standards of Excellence Grades 1 thru 5

Social Studies/History
(16th Century Explorers, Food & Spices of the Renaissance)

SS3H2. a,b,c. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Nunez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians.

SS3G3. b.Describe how physical systems affect human systems. b. Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.


Life and Physical Science
(Birds of Prey, Parrots of the Caribbean Aviary, 16th Century Explorers, Related Activities/Worksheets - Simple Machines of the Renaissance, Birds of Prey, Crow's Nest)

S1L1. Obtain, evaluate and communicate information about the basic needs of plants and animals

S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment.

S2P2. Obtain, evaluate and communicate information to explain the effect of a force (a push or pull) in the movement of an object (changes in speed and direction).

S2L1. Obtain, evaluate and communicate information about the life cycles of different living organisms.

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions of Georgia.

S3L2.Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment. a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals. b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals

S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem

S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors, and external features.

S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited, and other characteristics are acquired.


English Language Arts
(Step into Shakespeare's World, Tales from an African Traveler (African Folktales), Interview With the King and Queen, A Weaver's Tales of Travel & Intrigue, Simple Machines of the Renaissance Activity)

ELAGSE2RL2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

ELAGSE2RI7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

ELAGSE2SL2.Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ELAGSE3RL2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ELAGSE3RL4. Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text.

ELAGSE3W7.Conduct short research projects that build knowledge about a topic.

ELAGSE3W8.Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

ELAGSE3SL2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

ELAGSE3SL3.Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

ELASGSE4RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELAGSE4RL5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

ELAGSE4RL6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ELAGSE4RL7. Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.

ELAGSE4RL9. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

ELAGSE5RL2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

ELAGSE5RL3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

ELAGSE5RL4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

ELAGSE5RL7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


Math
(Grade Level Renaissance Math Quizzes, Leonardo Da Vinci: STEAM Pioneer)

Grade 4, Standards for Units 1, 2, 3, 5, 6, 7. (Examples: MGSE4.MD.2. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MGSE4.G.1. Draw and identify lines and angles and classify shapes by properties of their lines and angles. MGSE4.MD.1. Solve problems involving conversion of measurements from a larger unit to a smaller unit.)

Grade 5, Standards for Units 1, 2, 3, 6. (Examples: MGSE.5.OA.2. Write and interpret numerical expressions; numbers and with decimals to hundredths. MGSE.5.NBT. Perform operations with numbers and with decimals to hundredths. MGSE.5.MD.1. Convert like measurements within a given measurement system.)


Theatre
(Field Trip Day Experience, All Workshops - especially Step Into Shakespeare's World, Tales From an African Traveler, Six Wives of Henry VIII Speak)

TA1.RE.1, TA2.RE.1, TA3.RE1, TA4.RE1, TA5.RE.1. Engage actively and appropriately as an audience member.

TA1.RE.2, TA2.RE.2, TA3.RE.2, TA4.RE.3, TA5.RE.3. Critique various aspects of theatre and other media.

TA1.CN.1, TA2.CN.1, TA3.CN.1, TA4.CN.1, TA5.CN.1. Explore how theatre connects to life experiences, careers, and other content

TA1.CN.2, TA2.CN.2, TA3.CN.2, TA4.CN.2, TA5.CN.5. Examine the role of theatre in a societal, cultural, and historical context.


Art
(Leonardo Da Vinci: STEAM Pioneer, Arts & Crafts Demonstrations: Glassblowing, Pottery, Blacksmithing, Weaving, Spinning, Felting)

A2.CN.1, VA3.CN.1, VA4.CN.1 VA5.CN.1. Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

VA3.CN.2, VA4.CN.2, VA5.CN.2. Integrate information from other disciplines to enhance the understanding and production of works of art.

VA3.CN.3, VA4.CN.3, VA5.CN.3. Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).


Music

(Music of the Renaissance, Renaissance Choir, Field Trip Day Experience)

Band

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

MESBB.9. Understanding music in relation to history and culture.

General Music

M3GM.8, M4GM.8, M5GM.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

M3GM.9, M4GM.9, M5GM.9. Understanding music in relation to history and culture.

Orchestra

MESBO.6, MMSBO.6. Listening to, analyzing, and describing music.

MESBO.7, MMSBO.7. Evaluating music and music performances.

MESBO.8, MMSBO.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MESBO.9, MMSBO.9. Understanding music in relation to history and culture.

Georgia Standards of Excellence Grades 6 thru 8

Social Studies/History
(16th Century Explorers, Tales from an African Traveler, Step into Shakespeare's World, Language & Manners of the 16th Century, Superstitions of the 16th Century, Food and Spices of the Renaissance, Leonardo Da Vinci: STEAM Pioneer)

SS6H1.a Explain conflict and change in Latin America

SS6G10. Describe selected cultural characteristics of Europe.

SS6CG3.Compare and contrast various forms of government.

SS7G4. Analyze the diverse cultural characteristics of the people who live in Africa. (Unit 10: Connecting Africa's past and present)

SS7H1. Analyze continuity and change in Africa. (Unit 10. Connecting Africa's past and present.)

SS8H1. Evaluate the impact of European exploration and settlement on American Indians in Georgia.

b. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area. c.Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands.

Life & Physical Science
(Birds of Prey, Parrots of the Caribbean Aviary, 16th Century Explorers, Royal Joust, Related Activities/Worksheets: Birds of Prey, Simple Machines of the Renaissance, and Crow's Nest)

S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics.

S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.

S8P3. Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.

English Language Arts
(Step Into Shakespeare's World, Conversation With William Shakespeare, The Six Wives of Henry VIII Speak, Tales from an African Traveler, A Weaver's Tales of Travel & Intrigue)

ELAGSE6RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ELAGSE6RL5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

ELAGSE6RL7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

ELAGSE6RL9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

ELAGSE6RI7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

ELAGSE6SL2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ELAGSE6SL3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

ELAGSE7RL3. Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELAGSE7RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama

ELAGSE7RL5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

ELAGSE7RI7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

ELAGSE7RL7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.

ELAGSE7RL9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.

ELAGSE7SL2. Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

ELAGSE7SL3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

ELAGSE8RL3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

ELAGSE8RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

ELAGSE8RL6. Analyze how differences in the points of view of characters and the audience or reader create such effects as suspense or humor

ELAGSE8RL7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors

ELAGSE8RL9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works

ELAGSE8RL10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently

ELAGSE8RI7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELAGSE8SL2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELAGSE8SL3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.


Literacy Standards for History/Social Studies and Other Subjects

(These standards are supported by Field Trip Day Related Activities)

L6-8RHSS1.Cite specific textual evidence to support analysis of primary and secondary sources.

L6-8RHSS2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

L6-8RHSS7.Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

L6-8WHST1.Write arguments focused on discipline-specific content.

L6-8WHST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

L6-8WHST4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L6-8WHST7.Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

L6-8WHST8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

L6-8WHST9. Draw evidence from informational texts to support analysis reflection, and research.


Math
(Leonardo Da Vinci: STEAM Pioneer, Related Activities: Renaissance Math Quizzes, Crow's Nest Worksheet)

Grade 6, Units 1, 2, 3, and 4. (Examples: MGSE6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals; MGSE6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.)


Dramatic Arts/Theatre
(Field Trip Day Experience, All Workshops)

TA6.RE.1. TA7.RE.1, TA8.RE.1. Engage actively and appropriately as an audience member.

TA6.RE.2, TA7.RE.2, TA8.RE.2. Critique various aspects of theatre and other media.

TA6.CN.1 Explore how theatre connects to life experience, careers, and other content. a. Identify similarities between theatre and other art forms.

TA6.CN.2, TA7.CN2, TA8.CN.2Examine the role of theatre in a societal, cultural, and historical context.


Art
(Leonardo Da Vinci: STEAM Pioneer, Arts Demonstrations: Glassblowing, Pottery, Weaving, Spinning, Felting, Blacksmithing)

VA6.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

VA6.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

VA7.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts.

VA6.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

VA8.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

VA8.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

VA8.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.

VA8.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts.

VA8.CN.3: Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.


Music - Band, Orchestra, General Music
(Music of the Renaissance, Renaissance Choir, Field Trip Day Experience)

Orchestra

MMSBO.6, MMSIO.6, MMSAO.6. Listening to, analyzing, and describing music.

MMSBO.7, MMSIO.7, MMSAO.7. Evaluating music and music performances.

MMSBO.8, MMSIO.8, MMSAO.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MMSBO.9, MMSIO.9, MMSAO.9. Understanding music in relation to history and culture.

Band

MHSBB.6. Listening to, analyzing, and describing music

MHSBB.7. Evaluating music and music performances

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

MHSBB.9. Understanding music in relation to history and culture.

General Music

MMSAB.7. Evaluating music and music performances

MMSAB.8. Understanding relationships between music, the other arts, and disciplines outside thearts.

MMSAB.9. Understanding music in relation to history and culture

M8GM.6. Listening to, analyzing, and describing music.


Modern Languages

(Food & Spices of the Renaissance, 16th Century Explorers, Language and Manners, Interview With King Henry VIII and Queen Catherine of Aragon)

MLI.CU1. Students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students: A. Demonstrate knowledge of contributions of target culture(s) to civilization. B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

MLI.CCC1 Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students: A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken. B. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills). C. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects. D. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLI.CCC2. Students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students' own culture. The students: A. Compare patterns of behavior and interaction in the students' own culture with those of the target language. B. Demonstrate an awareness of elements of the students' own culture.

Georgia Standards of Excellence Grades 9 thru 12

Social Studies/History
(Field Trip Day Experience, All Workshops: The Six Wives of Henry VIII Speak, Step Into Shakespeare's World, Tales From an African Traveler, Conversation with William Shakespeare, Leonardo: STEAM Pioneer, 16th Century Explorers (and Weapons of War), Tournament Joust, Birds of Prey/Falconry, Music of the Renaissance, Renaissance Choir, Arts Demonstrations - Glass Blowing, Pottery, Blacksmithing)

World History - Unit 5: European and Asian Middle Ages, Renaissance, and Reformation

SSWH6. Describe the diverse characteristics of early African societies before 1500 CE/AD.

SSWH7. Analyze European medieval society with regard to culture, politics, society, and economics.

SSWH9. Analyze change and continuity in the Renaissance and Reformation.

SSWH10. Analyze the causes and effects of exploration and expansion in the Americas, Africa, and Asia. a.Explain the roles of explorers and conquistadors. c.Explain the role of improved technology in exploration.d.Examine the effects of the Transatlantic Slave Trade on Africa and on the colonies in the Americas.

SSWH13. Examine the intellectual, political, social, and economic factors that changed the world view of Europeans from the sixteenth century CE/AD to the late eighteenth century CE/AD.


History/Social Studies Literacy Standards

(These Standards are Supported by Field Trip Day Related Activities.)

L11-12WHST1.Write arguments focused on discipline-specific content.

L11-12WHST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

L11-12WHST6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

L11-12WHST7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

L11-12WHST8.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.

L11-12WHST9.Draw evidence from informational texts to support analysis, reflection, and research


English Language Arts
(Step Into Shakespeare's World, Conversation With William Shakespeare, Tales From an African Traveler)

ELAGSE9-10RL2: Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

ELAGSE9-10RL5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from world literature.

ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic or how a later author draws on a play by Shakespeare).

ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare.)

ELAGSE11-12RL5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

ELAGSE11-12RL6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., live production of a play or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare.)

Science/Biology

(Birds of Prey, Rescued Parrot Aviary, Related Activities - Birds of Prey)

SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.


Science/Engineering
(Conversation with Leonardo Da Vinci, Tournament Joust, Related Activities/Worksheets -Simple Machines of the Renaissance, Crow's Nest)

SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

Science/Astronomy

(Astronomy Lecture)

SAST1. Obtain, evaluate, and communicate information to assess the validity of historical theories of astronomy.

Math History
(Leonardo Da Vinci: STEAM Pioneer, Simple Machines of the Renaissance, Renaissance Math Quizzes)

MHM.H.3. Students will trace the centers of development of mathematical ideas from the 5th century to the 18th century. (Students will investigate the development of algebra during the Middle Ages and Renaissance.)

Theatre
(Field Trip Experience, All Workshops)

TAHSA.RE.1 Engage actively and appropriately as an audience member

TAHSA.CN.2 Examine the role of theatre in a societal, cultural, and historical context.

Art
(Leonardo Da Vinci: STEAM Pioneer, Arts Demonstrations: Glassblowing, Pottery, Weaving, Spinning, and Felting)

VAHSAD.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

VAHSAHRE.2 Discuss aesthetic issues.

VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

VAHSAH.RE.4 Identify various works of art according to style and function, and justify identifications based on evidence in the work.

VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies

Art History
(Leonardo Da Vinci: STEAM Pioneer, Arts Demonstrations: Glassblowing, Pottery, Weaving, Spinning, Felting, and Blacksmithing, Field Trip Experience)

50.09110 Art History 1 - Introduces art history through works of art from antiquity to the present.

50.09120 Art History II - Enhances level-one skills and covers ideas, theory, and style in works of art from antiquity to the present

VAHSAH.RE.1 Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme).

VAHSAHRE.2 Discuss aesthetic issues.

VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies.

VAHSAH.CN.3 Utilize a variety of resources to see how artistic learning extends beyond the walls of the classroom.

Music: Band, Orchestra, General Music, Music Technology, Music Theory
(Renaissance Music, Renaissance Choir, Field Trip Day Experience)

Band

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

MMSBB.9. Understanding music in relation to history and culture.

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

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

General Music

M6GM.8m M7GM.8, M8GM.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

M6GM.9, M7GM.8, M8GM.9. Understanding music in relation to history and culture.

Orchestra

MHSBO.6. Listening to, analyzing, and describing music .

MHSBO.7.MHSMO.7 Evaluating music and music performance.

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

MHSBO.9. Understanding music in relation to history and culture.

Music Technology

MHSBMT.8, MHSIMT.8. Understanding the relationships between music, the other arts, and disciplines outside the arts.

MHSBMT.9, MHSIMT.9. Understanding music in relation to history and culture. (Analyze and discuss musical time periods and their relationships to cultural and artistic developments.)

MHSBMT.7, MHSAMT.7, MHSMMT7. Evaluating music and music performances.

MHSAMT.8. Understanding relationships between music, the other arts, and disciplines. (Composes music influenced by the genre and time periods of other artistic medium.)

Music Theory

MHSBMTh.6, MHSIMTh.6. Listening to, analyzing, and describing music.

MHSBMTh.7, MHSIMTh.7. Evaluating music and music performances.

MHSAMTh.5. Listening to, analyzing, and describing music.

MHSBMTh.8, MHSIMTh.9, MHSAMTh.6. Understanding relationships between music and the other arts a. Discuss how music has been influenced by and integrated with other fine arts throughout the major historical periods for western art.

MHSBMTh.10, MHSBMTh.10, MHSIMTh.8, MHSAMTh.8. Understanding music in relation to history and culture.


Modern Languages

(Field Trip Experience, 16th Century Explorers)

GRADES 9-12 LEVEL 1
II. Cultural Perspectives, Practices, and Products (CU)
MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students:
A. Demonstrate knowledge of contributions of target culture(s) to civilization. B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

III. Connections, Comparisons, and Communities (CCC)
MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students:
A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken. B. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills). C. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects. D. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

Thank you to Our Festival Sponsors