Core Curriculum Content Standards

CCCS History | CCCS Home | Visual and Performing Arts | Search:

Visual and Performing Arts Learning Progressions

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
A. Dance
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in CREATIVE MOVEMENT AND DANCE. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE. NOTE: By the end of grade 8, those students choosing DANCE as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing DANCE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.1Move the body in a variety of ways, with and without music.
Content: The elements of dance are time, space, and energy. Improvisational structures facilitate movement invention. Musical or non-musical accompaniment is a choice. Dance can communicate meaning around a variety of themes.

1.3.2.A.1Create and perform planned and improvised movement sequences using the elements of dance, with and without musical accompaniment, to communicate meaning around a variety of themes.
Content: Fundamental movement structures include a defined beginning, middle, and ending. Planned choreographic and improvised movement sequences manipulate time, space, and energy. Kinesthetic transference of rhythm comes from auditory and visual stimuli.

1.3.5.A.1Perform planned and improvised sequences with a distinct beginning, middle, and end that manipulate time, space, and energy, and accurately transfer rhythmic patterns from the auditory to the kinesthetic.
Content: Movement dynamics and qualities emphasize time, space, and energy. Movement affinities and effort actions impact dynamic tension and spatial relationships.

1.3.8.A.1Incorporate a broad range of dynamics and movement qualities in planned and improvised solo and group works by manipulating aspects of time, space, and energy.
Content: Creating highly integrated improvisational movement sequences develops personal style for solo and ensemble work. Characteristics of style vary broadly across dance genres.

1.3.12.A.1Integrate and recombine movement vocabulary drawn from a variety of dance genres, using improvisation as a choreographic tool to create solo and ensemble compositions.
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.2Respond to changes in tempo and a variety of musical rhythms through body movement.
Content: The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance.

1.3.2.A.2Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway.
Content: The creation of an original dance composition is often reliant on improvisation as a choreographic tool. The essence/character of a movement sequence is also transformed when performed at varying spatial levels (i.e., low, middle, and high), at different tempos, along different spatial pathways, or with different movement qualities.

1.3.5.A.2Use improvisation as a tool to create and perform movement sequences incorporating various spatial levels (i.e., low, middle, and high), tempos, and spatial pathways.
Content: Dance may be used as a symbolic language to communicate universal themes and varied points of view about social, political, or historical issues in given eras.

1.3.8.A.2Choreograph and perform cohesive dance works that reflect social, historical, and/or political themes.
Content: Aesthetic quality results from conceptual coherence and from understanding and application of the principle unity of form and content.

1.3.12.A.2Create theme-based solo and ensemble dances that have unity of form and content, conceptual coherence, and aesthetic unity.
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.3Participate in simple sequences of movements.
Content: The integrity of choreographed sequences is maintained by personal and group spatial relationships. Dance movement skills also require concentration and the intentional direction of focus during performance.

1.3.2.A.3Define and maintain personal space, concentrate, and appropriately direct focus while performing movement skills.
Content: Works of art, props, and other creative stimuli can be used to inform the thematic content of dances.

1.3.5.A.3Create and perform dances alone and in small groups that communicate meaning on a variety of themes, using props or artwork as creative stimuli.
Content: Foundational understanding of anatomical and kinesthetic principles is a contributing factor to dance artistry. Artistry in dance requires rhythmic acuity.

1.3.8.A.3Choreograph and perform movement sequences that demonstrate artistic application of anatomical and kinesthetic principles as well as rhythmic acuity.
Content: Dance artistry is achieved through refined technique, musicality, clarity of choreographic intent, stylistic nuance, and application of proper body mechanics.

1.3.12.A.3Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance, clarity of choreographic intent, and efficiency of movement through the application of proper body mechanics.
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.4Define and maintain personal space, concentration, and focus during creative movement/dance performances.
Content: Locomotor and non-locomotor movements may contribute equally to the thematic content of solo and ensemble dances.

1.3.2.A.4Create and perform original movement sequences alone and with a partner using locomotor and non-locomotor movements at various levels in space.
Content: Dance requires a fundamental understanding of body alignment and applied kinesthetic principles. Age-appropriate conditioning of the body enhances flexibility, balance, strength, focus, concentration, and performance technique.

1.3.5.A.4Demonstrate developmentally appropriate kinesthetic awareness of basic anatomical principles, using flexibility, balance, strength, focus, concentration, and coordination.
Content: Technology and media arts are often catalysts for creating original choreographic compositions.

1.3.8.A.4Use media arts and technology in the creation and performance of short, original choreographic compositions.
Content: Dance production is collaborative and requires choreographic, technological, design, and performance skill.

1.3.12.A.4Collaborate in the design and production of dances that use choreographic structures and incorporate various media and/or technologies.
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.5Participate in or observe a variety of dance and movement activities accompanied by music and/or props from different cultures and genres.
  Content: Various dance styles, traditions, and techniques adhere to basic principles of alignment, balance, focus, and initiation of movement.

1.3.5.A.5Perform basic sequences of movement from different styles or traditions accurately, demonstrating proper alignment, balance, initiation of movement, and direction of focus.
   
Content: Creative movement/dance is a means of self-expression.

1.3.P.A.6Use movement/dance to convey meaning around a theme or to show feelings.
       
1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
B. Music
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in MUSIC. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in MUSIC. NOTE: By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing MUSIC as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.1Sing a variety of songs with expression, independently and with others.
Content: The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.

1.3.2.B.1Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo.
Content: Complex scores may include compound meters and the grand staff.

1.3.5.B.1Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.
Content: Western, non-Western, and avant-garde notation systems have distinctly different characteristics.

1.3.8.B.1Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.
Content: Technical accuracy, musicality, and stylistic considerations vary according to genre, culture, and historical era.

1.3.12.B.1Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.2Use a variety of musical instruments to create music, alone and/or with others, using different beats, tempos, dynamics, and interpretations.
Content: Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.

1.3.2.B.2Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique.
Content: Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time.

1.3.5.B.2Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.
Content: Stylistic considerations vary across genres, cultures, and historical eras.

1.3.8.B.2Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
Content: The ability to read and interpret music impacts musical fluency.

1.3.12.B.2Analyze how the elements of music are manipulated in original or prepared musical scores.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.3Clap or sing songs with repetitive phrases and rhythmic patterns.
Content: Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments.

1.3.2.B.3Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments.
Content: Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.

1.3.5.B.3Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.
Content: Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.

1.3.8.B.3Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
Content: Understanding of how to manipulate the elements of music is a contributing factor to musical artistry.

1.3.12.B.3Improvise works through the conscious manipulation of the elements of music, using a variety of traditional and nontraditional sound sources, including electronic sound-generating equipment and music generation programs.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.4Listen to, imitate, and improvise sounds, patterns, or songs.
Content: Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing.

1.3.2.B.4Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner.
Content: Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.

1.3.5.B.4Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.
Content: Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music.

1.3.8.B.4Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.
Content: Basic vocal and instrumental arranging skills require theoretical understanding of music composition.

1.3.12.B.4Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using music composition software.
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.5Participate in and listen to music from a variety of cultures and times.
Content: Improvisation is a foundational skill for music composition.

1.3.2.B.5Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas.
     
Content: Creating and performing music provides a means of self-expression for very young learners.

1.3.P.B.6Recognize and name a variety of music elements using appropriate music vocabulary.
Content: Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts.

1.3.2.B.6Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.
     
  Content: Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.

1.3.2.B.7Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues.
     
1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
C. Theatre
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in DRAMATIC PLAY AND STORYTELLING. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in THEATRE. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in THEATRE. NOTE: By the end of grade 8, those students choosing THEATRE as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.1Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, and mechanic).
Content: Plays may use narrative structures to communicate themes.

1.3.2.C.1Portray characters when given specifics about circumstances, plot, and thematic intent, demonstrating logical story sequence and informed character choices.
Content: A play’s effectiveness is enhanced by the theatre artists’ knowledge of technical theatrical elements and understanding of the elements of theatre.

1.3.5.C.1Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.
Content: Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Techniques for communicating a character’s intent vary in live performances and recorded venues.

1.3.8.C.1Create a method for defining and articulating character objectives, intentions, and subtext, and apply the method to the portrayal of characters in live performances or recorded venues.
Content: Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent.

1.3.12.C.1Create plays that include well-structured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.2Use memory, imagination, creativity, and language to make up new roles and act them out.
Content: Actors use voice and movement as tools for storytelling.

1.3.2.C.2Use voice and movement in solo, paired, and group pantomimes and improvisations.
Content: Performers use active listening skills in scripted and improvised performances to create believable, multidimensional characters. Actors create a sense of truth and believability by applying performance techniques that are appropriate to the circumstances of a scripted or improvised performance.

1.3.5.C.2Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances.
Content: Dramatic context and active listening skills inform development of believable, multidimensional characters in scripted and improvised performances. Mastery of physical and vocal skills enables actors to create dramatic action that generates a sense of truth and credibility.

1.3.8.C.2Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills.
Content: Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions.

1.3.12.C.2Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.3Participate with others in dramatic play, negotiating roles and setting up scenarios using costumes and props.
Content: Voice and movement have broad ranges of expressive potential.

1.3.2.C.3Develop awareness of vocal range, personal space, and character-specific vocal and creative movement choices.
     
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.4Differentiate between fantasy/pretend play and real events.
       
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.5Sustain and extend dramatic play during dramatic play interactions (i.e., anticipate what will happen next).
       
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.6Participate in and listen to stories and dramatic performances from a variety of cultures and times.
       
1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
D. Visual Art
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in VISUAL ART. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. NOTE: By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.1Demonstrate the safe and appropriate use and care of art materials and tools.
Content: Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems.

1.3.2.D.1Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
Content: The elements of art and principles of design can be applied in an infinite number of ways to express personal responses to creative problems.

1.3.5.D.1Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.
Content: The creation of art is driven by the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement.

1.3.8.D.1Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).
Content: How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance.

1.3.12.D.1Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.2Create two and three-dimensional works of art while exploring color, line, shape, form, texture, and space.
Content: Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design for personal expression results in visual communication that may be relevant in a variety of settings.

1.3.2.D.2Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation.
Content: Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages.

1.3.5.D.2Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.
Content: Themes in art are often communicated through symbolism, allegory, or irony. There are a wide variety of art mediums, each having appropriate tools and processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are components of art-making.

1.3.8.D.2Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals.
Content: Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement.

1.3.12.D.2Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.3Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts.
Content: Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies.

1.3.2.D.3Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.
Content: Each of the genres of visual art (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making.

1.3.5.D.3Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.
Content: The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties, theoretical components, cultural context). Many genres of art are associated with discipline-specific arts terminology.

1.3.8.D.3Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles.
Content: The artist’s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience.

1.3.12.D.3Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.4Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.
Content: Knowledge of visual art media necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations.

1.3.2.D.4Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.
Content: The characteristics and physical properties of the various materials available for use in art-making present infinite possibilities for potential application.

1.3.5.D.4Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art.
Content: Universal themes exist in art across historical eras and cultures. Art may embrace multiple solutions to a problem.

1.3.8.D.4Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content.
Content: Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies.

1.3.12.D.4Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.5Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process.
Content: Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world.

1.3.2.D.5Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.
Content: There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills.

1.3.5.D.5Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.
Content: Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making.

1.3.8.D.5Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks.
Content: Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style.

1.3.12.D.5Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.
Content: Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.6Create more recognizable representations as eye-hand coordination and fine motor skills develop.
    Content: The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques.

1.3.8.D.6Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.