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 Standard 3.Designs and produces informal and formal productions
Topics1. Theatre design; 2. Establishing a context for drama
   Level III (Grade 5-8)
  Benchmark 3.Develops focused ideas for the environment using visual elements (e.g., line, texture, color, space), visual principles (e.g., repetition, balance, emphasis, contrast, unity), and aural qualities (e.g., pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources
   Vocabulary terms
A.  developing ideas for environment
  Knowledge/skill statements
  1. Develops focused ideas for the environment using visual elements, such as line, texture, color, and space   
  2. Develops focused ideas for the environment using visual principles, such as repetition, balance, emphasis, contrast, and unity   
  3. Develops focused ideas for the environment using aural qualities, such as pitch, rhythm, dynamics, tempo, and expression   

Citation Log: BC(AE,47;​IMI,49)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
J   NJDOE: New Jersey Preschool Teaching and Learning Expectations
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
U   United Kingdom: The review of the desirable outcomes for children’s learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Page number of the cited document