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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.
MMC Standards by Grade
MMC Standards by Grade
3-5
3-5
ART.T.I.3.1 Identify and describe different characters through vocal expression.
ART.T.I.3.2 Dramatize real and non-real characters with prompting and side-coaching.
ART.T.II.3.1 Illustrate characters, environments, and situations that support the creation of a classroom dramatization.
ART.T.II.3.3 Manipulate simple scenery, costumes, sound, and props in the dramatic process.
ART.T.III.3.1 Infer from a text, characters and setting in stories.
ART.T.III.3.2 Analyze elements of dramatic structure for successful classroom dramatization.
ART.T.III.3.4 Collaborate to extend and add on to improvised stories.
ART.T.III.3.5 Listen to constructive criticism and respond in a positive manner.
ART.T.III.3.6 Further describe the character’s wants and needs.
ART.T.III.3.7 Compare and contrast emotions and thoughts evoked by performances.
ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends.
ART.T.V.3.2 Recognize that the arts are an expression and record of human life.
ART.T.I.4-5.1Create and demonstrate vocal expression to support the playing of a character.
ART.T.I.4-5.2 Improvise real and non-real characters.
ART.I.II.4.1 Make artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization .
ART.T.II.4.2 Perform dialogue from a story to show different interpretations.
ART.T.II.4-5.3 Create simple scenery, costumes, sound, and props in the dramatic process.
ART.T.III.4.1 Analyze the characters and setting.
ART.T.III.4.3 Compromise with peers in small group decision making about artistic design choices.
ART.T.III.4.6 Analyze the character’s wants and needs.
ART.T.III.4.7 Predict emotions and thoughts evoked by performances.
ART.T.V.4.1 Compare and contrast performances in a variety of multimedia forms.
ART.T.V.4.2 Create artistic projects that show how ideas and emotions are expressed in everyday life.
ART.T.II.5.1 Appraise artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization.
ART.T.II.5.2 Improvise dialogue from a story to show different interpretations.
ART.T.III.5.1 Understand characters’ thought processes during dramatic scenes.
ART.T.III.5.2 Critique peers’ performances in classroom dramatizations.
ART.T.III.5.7 Question emotions and thoughts evoked by performances.
ART.T.IV.5.1 Understand that a variety of art forms are infused in theatre and come from different cultures.
ART.T.V.5.1 Create performances in varied multimedia forms.
ART.T.V.5.2 Compare and contrast how varied art forms are an expression of everyday life.
6-8
6-8
ART.T.I.6-8.2 Utilize role playing and characterization skills to perform in ensemble scenes.
ART.T.II.6.1 Recognize and explain the unique characterizations of the dramatic script such as dramatic action and dialogue.
ART.T.II.6.2 Infer meaning from a script to create characters.
ART.T.II.6-8.3 Create monologues, dialogues, and short plays in response to real life conflict.
ART.T.II.6.4 Discuss the role of the designer and technical elements in the theatre process.
ART.T.III.6-7.1 Study a play or story, and visualize, draw, and create a simple theatrical environment for it.
ART.T.III.6.2 Recognize elements of dramatic structure (foreshadowing, flashbacks, rising action, crisis, and denouement) that impact technical needs.
ART.T.III.6.3 Gather and investigate materials to support artistic choices in the creation and portrayal of characters and their stories.
ART.T.III.6.4 Research materials from various sources to discover how they affect audience response.
ART.T.III.6.6 Develop criteria to critique what is seen, heard, and understood.
ART.T.IV.6.3 Research and identify a wide variety of professions related to theatre; playwriting, acting, design, and directing.
ART.T.IV.6.5 Identify specific actions that reflect feelings and emotions in a live theatrical production.
ART.T.V.6.2 List and describe how theatre can synthesize all of the arts.
ART.T.V.6.3 Communicate ideas from viewing varied theatrical and artistic events.
ART.T.II.7.1 Execute a variety of different research methods: script inference, human observation, and personal experiences to create characters.
ART.T.II.7.4 Examine and demonstrate the role of the designer and technical elements in the theatre process.
ART.T.III.7.2 Analyze and discuss recurring themes and patterns in a script to inform technical decisions.
ART.T.III.7.3 Apply research to make informed artistic choices to support the creation and portrayal of characters and their stories.
ART.T.III.7.5 Use descriptive vocabulary and analytical thinking to give and receive constructive criticism.
ART.T.III.7.6 Use theatre vocabulary to critique and evaluate the effectiveness of theatrical productions.
ART.T.IV.7.3 Interact with and examine a wide variety of professions stemming from theatre, such as screen writing, critic, fashion designer, architect, producer, manager, and artistic director.
ART.T.IV.7.4 Speculate on the meaning of a theatrical production as impacted by its politics and culture.
ART.T.IV.7.5 Compare and contrast the feelings and emotions portrayed on stage to one’s personal experiences.
ART.T.V.7.1 Examine how the arts are integrated in recorded or live theatre performances.
ART.T.V.7-8.2 Synthesize several art forms into dramatic presentations.
ART.T.I.8.1 Identify, practice, and create techniques for physical and vocal conditioning.
ART.T.II.8.1 Apply the unique characterizations of the dramatic script such as dramatic action and dialogue.
ART.T.II.8.4 Understand and practice the role of the designer and technical elements in the theatre process.
ART.T.III.8.1 Study a play or story, and visualize, draw, and create a simple theatrical environment for it.
ART.T.III.8.2 Construct meaning from dramatic elements, theme, and patterns to make technical decisions.
ART.T.III.8.4 Articulate how artistic choices support the creation and portrayal of characters and their stories.
ART.T.III.8.6 Reflect on the quality of and construct meaning from constructive criticism from self and others.
ART.T.III.8.7 Use theatre vocabulary to develop a rubric for critiquing and evaluating the effectiveness of theatrical productions.
ART.T.IV.8.5 Analyze the motives behind the feelings and emotions of characters on stage on one’s own personal experiences.
ART.T.V.8.1 Analyze and critique the integrated nature of the arts in recorded or live theatre performances.
ART.T.V.8.3 Make artistic choices based on personal responses to varied theatrical and artistic events.
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.
3-5
3-5
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).
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