(1) The media arts content standards for ninth through twelfth grades are that each student will:

(a) integrate ideas, develop artistic goals, and problem solve in media arts creation processes;

(b) apply criteria in developing and refining artistic ideas, plans, prototypes, and production processes;

(c) enhance and modify media artworks, honing aesthetic quality;

(d) synthesize various art forms and themes into media artwork productions considering the reaction and interaction of the audience;

(e) demonstrate a progression of skills by fulfilling specific roles in the production of a variety of media arts presentations;

(f) evaluate impact and implement improvements in presenting media artworks considering personal, local, and social impacts;

(g) synthesize the qualities and relationships of the components in a variety of media artworks to create intention and persuasion;

(h) analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts;

(i) analyze critiques of media artworks and production processes;

(j) demonstrate the use of media artworks to synthesize new meaning and knowledge that reflect and form cultural experiences; and

(k) analyze how media artworks and ideas relate to various contexts, purposes, and values.

(2) The visual arts content standards for ninth through twelfth grades are that each student will:

(a) develop plans for creating art and design works using various materials and methods from traditional and contemporary practices;

(b) create art or design projects in response to contemporary issues that demonstrate an awareness of ethical implications of making and distributing creative works;

(c) complete artworks or designs incorporating relevant criteria as well as personal artistic vision;

(d) curate artifacts and artworks for presentation and preservation;

(e) apply appropriate methods or processes to display artwork in a specific place;

(f) analyze an exhibit or collection's impact on personal awareness of social, cultural, or political beliefs and understandings;

(g) evaluate the effectiveness of an artwork as perceived by a variety of audiences;

(h) defend an interpretation of an artwork or collections of artworks;

(i) analyze a collection of artwork based on sets of criteria;

(j) incorporate knowledge of personal, social, cultural, and historical life to create artworks; and

(k) compare uses of art in a variety of personal, societal, cultural, and historical contexts.

(3) The theatre arts content standards for ninth through twelfth grades are that each student will:

(a) examine the roles of character, story, playwright, theatre tradition, and genre in a drama or theatre work;

(b) analyze the collaborative relationship of the actor, director, and playwright in creating a drama or theatre work;

(c) refine design choices to support the story and impact of devised or scripted drama and theatre works;

(d) apply a variety of acting techniques in the rehearsal and performance of drama and theatre works;

(e) apply technical elements to enhance the production of drama and theatre works;

(f) perform a rehearsed scripted drama or theatre work for a specific audience;

(g) synthesize what is seen, felt, and heard in drama and theatre works to develop criteria for personal artistic choices;

(h) analyze how artistic choices are developed from personal experiences in drama and theatre works;

(i) analyze a drama or theatre work using personal aesthetics and artistic criteria;

(j) collaborate on drama or theatre work that examines a critical issue using various perspectives; and

(k) analyze the social, historical, and cultural contexts of drama and theatre works.

(4) The music content standards for ninth through twelfth grades, when a district incorporates or integrates music into district curriculum or offers an elective course in general music, performance-based classes, music technology, or music theory, are that each student will:

(a) analyze rhythmic, melodic, and harmonic phrases and harmonic accompaniments for expressive intent;

(b) assemble and organize sounds or short musical ideas for express purposes;

(c) analyze and revise the technical and expressive aspects of personal musical ideas;

(d) analyze how the elements of a musical performance relate to style and mood;

(e) analyze ways a performance conveys the elements of music, style, and mood;

(f) analyze musical performances to explain how the elements of music are used to convey intent;

(g) analyze elements of music in selected works for specific responses;

(h) analyze composers' and performers' expressive intent in interpretations of music;

(i) develop criteria to analyze the technical and expressive qualities of music and performances;

(j) analyze how interests, knowledge, and skills relate to intent when creating, performing, and responding to music; and

(k) analyze relationships between music, arts, society, and cultures.

(5) The dance content standards for ninth through twelfth grades are that each student will:

(a) analyze established dance forms to inform their own original dances;

(b) analyze dance patterns and sequences;

(c) analyze and evaluate the impact of choices made in revising dance sequences;

(d) present an expanded repertoire of movement and dance compositions;

(e) use technical dance skills to perform in a variety of dance genres;

(f) collaborate with others to produce a dance production that reflects the artistic intent of a dance performance;

(g) compare and contrast movement patterns and the elements of dance in a variety of genres and styles;

(h) analyze and interpret how elements of dance contribute to artistic expression across genres and styles;

(i) analyze the artistic expression of a dance and discuss insights using criteria and genre-specific dance vocabulary;

(j) perform a dance inspired by a topic of interest; and

(k) analyze how dances from a variety of cultures and time periods communicate specific purpose and meaning.