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The Fine Arts Standards of Learning in this publication represent a major development in public education in Virginia, emphasizing the importance of instruction in the fine arts (dance arts, music, theatre arts, and visual arts) as an important part of Virginia's efforts to provide challenging educational programs in the public schools. Knowledge and skills that students acquire through fine arts instruction include the abilities to think critically, solve problems creatively, make informed judgments, work cooperatively within groups, appreciate different cultures, imagine, and create. The Fine Arts Standards of Learning were developed through the efforts of classroom teachers, curriculum specialists, administrators, college faculty, professional artists, fine arts organization representatives, and museum personnel. These persons assisted the Department of Education in developing and reviewing the draft documents. Opportunities for citizens to make comments with respect to the standards documents were provided through public hearings that were held at two sites across the state. Copies of the Fine Arts Standards of Learning were distributed to public schools throughout Virginia for teachers to use in developing curricula and lesson plans to support the standards. The standards are minimum requirements in the fine arts, setting reasonable targets and expectations for what teachers need to teach and students need to learn. The standards set clear, concise, measurable, and rigorous expectations for young people. Schools are encouraged to go beyond the prescribed standards to enrich the curriculum to meet the needs of all students.
The Theatre Arts Standards of Learning identify the essential content and skills required in the theatre arts curriculum for the middle school and core high school courses in Virginia's public schools. The standards are designed to be cumulative and progress in complexity by course from the middle school through the secondary level. Throughout theatre arts education, course content is organized into four specific content strands or topics: Performance and Production, Cultural Context and Theatre History, Judgment and Criticism, and Aesthetics. It is through the acquisition of the concepts, content, and skills that the goals for theatre arts education can be realized. These goals include: (1) Thinking and acting creatively by solving problems individually or collaboratively and by employing originality, flexibility, and imagination; (2) Developing the acting skills necessary for creative dramatic performance; (3) Demonstrating knowledge of the elements of theatre production; (4) Demonstrating understanding of theatre arts in relation to history and culture; (5) Developing critical skills to evaluate one's own work and the work of others; (6) Demonstrating awareness of and responsibility for the safe and ethical use of materials, methods, and technologies; (7) Making connections between theatre arts and other fields of knowledge; (8) Demonstrating ability to apply aesthetic criteria for making artistic choices; and (9) Developing awareness of copyright and royalty requirements when rehearsing, performing, or otherwise using the works of others. A comprehensive theatre arts program provides students with the ability to understand their own responses and the responses of others to the many forms of theatrical experience. The standards are not intended to encompass the entire curriculum for a grade level or course, nor to prescribe how the content should be taught. Teachers are encouraged to go beyond these standards and select instructional strategies and assessment methods appropriate for their students.
In 1967, the National Art Education Association published an official position statement, "The Essentials of a Quality School Art Program," intended for use by individuals and groups responsible for elementary and secondary school art programs in the United States. This updated version presents, as nearly as possible, a consensus of earnest, experienced judgment in the profession. The update is divided into the following parts: (1) "Purposes and Principles for School Art Programs"; (2) "What Students Should Know and Be Able To Do in the Visual Arts"; (3) "Current Trends in Art Education"; (4) "Standards"; (5) "Glossary"; and (6) "NAEA Program Standards Award." (BT)