Embedded Files
Michigan Merit Curriculum Standards
Michigan Merit Curriculum Standards
Examples of some standards that are frequently met by study of a Visual Art unit in Aesthetic Education
Visual & Performing Arts
3. Analyze, describe, and evaluate works of art.
4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts.
5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
You can find the full standards list here.
Michigan Arts Education Instruction and Assessment Project
Michigan Arts Education Instruction and Assessment Project
MAEIA condenses and reorganizes the MMC's five traditional content standards into three overarching artistic processes (Create, Perform, and Respond) while also aligning directly with national standards.
You can find the standards list here.
MAEIA Performance Standards
MAEIA Performance Standards
2-5
2-5
Theatre
Theatre
Perform
TH.EL.P.1 Recognize, imitate, and recreate (vocally and physically) real and non-real characters, based on real and non-real experiences.
TH.EL.P.2 Dramatize simple stories bringing alive all identifying elements of a story.
TH.EL.P.3 Select audio and visual elements to communicate locale and to enhance the mood of a classroom dramatization.
Create
TH.EL.C.1 Recognize, identify, manipulate, and create parts of a story through performance and design.
TH.EL.C.2 Paraphrase, memorize, perform, and improvise dialogue to create stories.
TH.EL.C.3 Show varied interpretations and collaborate to dramatize stories.
Respond
TH.EL.R.1 Discuss classroom dramatizations using appropriate theatrical vocabulary.
TH.EL.R.2 Recognize and discuss the role of the audience.
TH.EL.R.3 Build skills to critique self and others’ performances.
TH.EL.R.4 Recognize, discuss, and reflect upon how theatre reflects life in our own and others’ cultures.
Music
Music
Create
M.EL.C.1 Create a melodic line (e.g., a consequent phrase to an antecedent phrase, melodic line within a harmonic structure, extending a melodic idea) using their understanding of the elements of music to inform their creative decision-making.
Perform
M.EL.P.1 Sing and play alone and with others a diverse repertoire of songs in both one and two parts with expression and accuracy.
M.EL.P.2 Students can perform multiple levels of beat in several meters.
Respond
M.EL.R.1 Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology.
M.EL.R.2 Critically analyze a musical work and reflect on its cultural context using developmentally appropriate terminology.
M.EL.R.3 Make connections between musical concepts and similar concepts in other ways of thinking (disciplines).
6-8
6-8
Theatre
Theatre
Perform
TH.MS.P.2 Demonstrate acting skills that reflect clear artistic choices.
TH.MS.P.3 Practice and explain the interrelated nature of design in creating appropriate dramatic environments.
Create
TH.MS.C.2 Create monologues, dialogues, and short plays that reflect dramatic action in response to real life conflict.
TH.MS.C.3 Work collaboratively to explain and apply the elements of a script.
Respond
TH.MS.R.1 Describe and discuss how theatre can synthesize several art forms into a dramatic structure.
TH.MS.R.2 Describe and analyze audience response and appreciation of dramatic performances.
TH.MS.R.3 Practice skills to critique self and others’ performances.
TH.MS.R.4 Compare and contrast the ways in which many cultures have used theatre to communicate ideas regarding the human experience and condition.
Music
Music
Create
M.MS.C.1 Create a melody that has tonal and rhythmic coherence.
Perform
M.MS.P.1 Perform a diverse repertoire of music at an appropriate level of difficulty with expression and technical accuracy.
Respond
M.MS.R.1 Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology. M.MS.R.2 Critically analyze a musical work and reflect on its cultural context using developmentally appropriate terminology. M.MS.R.3 Make connections between musical concepts and similar concepts in other ways of thinking (disciplines).
9-12
9-12
Theatre
Theatre
Perform
TH.HS.P.1 Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.
Create
TH.HS.C.1 Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.
Music
Music
Create
M.HS.C.1 Demonstrate an appropriate level of musical understanding through their interpretive decisions made when composing, improvising, or arranging music.
Perform
M.HS.P.1 Perform a diverse repertoire of music at an appropriate level of difficulty with expression and technical accuracy.
Common Core Standards
Common Core Standards
CCS (General)
CCS (General)
Examples of some standards that are frequently met by a unit in Aesthetic Education.
Language K-5
4. Determine or clarify the meaning of unknown and multiple-meaning words based on grade level content.
5.a Identify real-life connections between words and their uses.
6. Use words and phrases acquired through conversations and responding to texts
Speaking & Listening K-5
Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
4. Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings.
2-5
2-5
Speaking and Listening
Speaking and Listening
Comprehension and Collaboration
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3-5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on [grade-level] topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1.d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.2 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.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-Literacy.SL.4-5.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4-5.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-Literacy.SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge
Presentation of Knowledge
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.SL.3. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CCSS.ELA-Literacy.SL.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Language
Language
CCSS.ELA-Literacy.L.3-5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA-Literacy.L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-Literacy.L.3-5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.3.3.a Choose words and phrases for effect.
CCSS.ELA-Literacy.L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
CCSS.ELA-Literacy.L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
CCSS.ELA-Literacy.L.4.1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
CCSS.ELA-Literacy.L.4.3.a Choose words and phrases to convey ideas precisely.
CCSS.ELA-Literacy.L.4.3.b Choose punctuation for effect.
CCSS.ELA-Literacy.L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
CCSS.ELA-Literacy.L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
CCSS.ELA-Literacy.L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
CCSS.ELA-Literacy.L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
CCSS.ELA-Literacy.L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
CCSS.ELA-Literacy.L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.5.5.a Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
6-8
6-8
Speaking and Listening
Speaking and Listening
Comprehension and Collaboration
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on [grade-level] topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6-8.1. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-Literacy.SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-Literacy.SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-Literacy.SL.6.2 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.
CCSS.ELA-Literacy.SL.7.1.c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-Literacy.SL.7.1.d Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.8.1.c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-Literacy.SL.8.1.d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-Literacy.SL.8.2 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.
Presentation and Knowledge of Ideas
Presentation and Knowledge of Ideas
CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Language
Language
CCSS.ELA-Literacy.L.6-8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
CCSS.ELA-Literacy.L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
CCSS.ELA-Literacy.L.6-8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.
CCSS.ELA-Literacy.L.6-8.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.6.5.a Interpret figures of speech (e.g., personification) in context.
CCSS.ELA-Literacy.L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
CCSS.ELA-Literacy.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CCSS.ELA-Literacy.L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
CCSS.ELA-Literacy.L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
CCSS.ELA-Literacy.L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
CCSS.ELA-Literacy.L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CCSS.ELA-Literacy.L.8.1.b Form and use verbs in the active and passive voice.
CCSS.ELA-Literacy.L.8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
CCSS.ELA-Literacy.L.8.3.a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
CCSS.ELA-Literacy.L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS.ELA-Literacy.L.8.5.b Use the relationship between particular words to better understand each of the words.
CCSS.ELA-Literacy.L.8.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
9-12
9-12
Speaking and Listening
Speaking and Listening
Comprehension and Collaboration
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.9-10.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.11-12.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Presentation of Knowledge and Ideas
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Language
Language
Conventions of Standard English
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
CCSS.ELA-Literacy.L.9-10.1.b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Knowledge of Language
Knowledge of Language
CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.11-12.3.a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.9-10.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.5.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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