Courses by Grade Level
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Fine Arts
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Advanced Placement Music Theory
Description: Learn to recognize, understand, and describe the basic materials and processes of music. You’ll develop skills by listening to, reading, writing, and performing a wide variety of music.
Materials:
- See teacher syllabus.
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Concert Band; Symphonic Band; Instrumental Music
Description: For Instrumental Music 9-12, the major work of the discipline falls within the Perform domain. Concepts covered in the Create, Connect, and Respond domains are accessible only after students are thoroughly versed in the fundamental skills necessary to perform on an instrument. Standards are specifically adapted towards the artistic processes by which people make music: Performing, Creating, Responding, and Connecting. The foundations within each artistic process propose an intended sequence of scaffolding skill levels as a means of developing students’ competency. Focus on concert band.
Materials:
- See teacher syllabus.
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General Music; Music Appreciation; Intro to World Music and History of Rock and Roll; Music History
Description: A course geared towards recreational music and students respond and connect.
Materials:
- Music: It’s Role and Importance in our Lives Digital Bundle; McGraw Hill/Glencoe
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Marching Band; Instrumental Music
Description: For Instrumental Music 9-12, the major work of the discipline falls within the Perform domain. Concepts covered in the Create, Connect, and Respond domains are accessible only after students are thoroughly versed in the fundamental skills necessary to perform on an instrument. Standards are specifically adapted towards the artistic processes by which people make music: Performing, Creating, Responding, and Connecting. The foundations within each artistic process propose an intended sequence of scaffolding skill levels as a means of developing students’ competency. Focus on marching band.
Materials:
- See teacher syllabus.
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Media Art II
Description: Understanding and analyzing the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials.
Materials:
- See teacher syllabus.
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Theater Arts I; Drama
Description: Perform, create, respond, and create utilizing the Tennessee Academic Standards for Fine Arts Education in Theater.
Materials:
- Glencoe Theater I: Art in Action; McGraw Hill/ Glencoe
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Theater Arts II
Description: Perform, create, respond, and create utilizing the Tennessee Academic Standards for Fine Arts Education in Theater. Advanced study of Theater Arts I.
Materials:
- Glencoe Theater I: Art in Action; McGraw Hill/ Glencoe
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Theater Arts III
Description: Perform, create, respond, and create utilizing the Tennessee Academic Standards for Fine Arts Education in Theater. Advanced study of Theater Arts II.
Materials:
- See teacher syllabus.
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Theater Arts IV
Description: Perform, create, respond, and create utilizing the Tennessee Academic Standards for Fine Arts Education in Theater. Advanced study of Theater Arts III.
Materials:
- See teacher syllabus.
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Visual Arts I
Description: Development of artistically literate citizens, preparing students not only for college and career, but also for a lifetime enhanced by and with the arts. Students at the HS 1 level have developed the foundational technical and expressive skills and understandings in visual arts necessary to solve assigned problems or prepare assigned repertoire for presentation; make appropriate choices with some support; and, may be prepared for active engagement in their community. They understand visual arts to be an important form of personal realization and well-being and make connections between visual arts, history, culture, and other learning.
Materials:
- Gardner’s Art through the Ages; Cengage
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Visual Arts II
Description: Development of artistically literate citizens, preparing students not only for college and career, but also for a lifetime enhanced by and with the arts. Students at the HS 2 level are, with minimal assistance, able to identify or solve visual arts problems based on their interests or for a particular purpose; conduct research to inform artistic decisions; and, create and refine visual arts productions that demonstrate technical proficiency, personal communication, and expression. They use visual arts for personal realization and well-being and have the necessary skills for and interest in participation in visual arts beyond the school environment.
Materials:
- See teacher syllabus.
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Visual Arts III
Description: Development of artistically literate citizens, preparing students not only for college and career, but also for a lifetime enhanced by and with the arts. Students at HS 3 level independently identify challenging visual arts problems based on their interests or for specific purposes and bring creativity and insight to finding artistic solutions. They are facile in using at least one art form as an effective avenue for personal communication, demonstrating a higher level of technical and expressive proficiency characteristic of honors or college-level work. They exploit their personal strengths and apply strategies to overcome personal challenges as visual arts learners. They are capable of taking a leadership role in arts activities within and beyond the school environment.
Materials:
- See teacher syllabus.
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Visual Arts IV
Description: Development of artistically literate citizens, preparing students not only for college and career, but also for a lifetime enhanced by and with the arts. Advanced study of Visual Arts III.
Materials:
- See teacher syllabus.
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Vocal Music I
Description: For Vocal Music 9-12, the major work of the discipline falls within the Perform domain. Concepts covered in the Create, Connect, and Respond domains are accessible only after students are thoroughly versed in the fundamental skills necessary to perform. Standards are specifically adapted towards the artistic processes by which people make music: Performing, Creating, Responding, and Connecting. The foundations within each artistic process propose an intended sequence of scaffolding skill levels as a means of developing students’ competency.
Materials:
- See teacher syllabus.
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Vocal Music II; Men’s Ensemble; Women’s Ensemble; Concert Choir; Advanced Vocal Music
Description: For Vocal Music 9-12, the major work of the discipline falls within the Perform domain. Concepts covered in the Create, Connect, and Respond domains are accessible only after students are thoroughly versed in the fundamental skills necessary to perform. Standards are specifically adapted towards the artistic processes by which people make music: Performing, Creating, Responding, and Connecting. The foundations within each artistic process propose an intended sequence of scaffolding skill levels as a means of developing students’ competency. Advanced study of Music I.
Materials:
- See teacher syllabus.
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Vocal Music III; Men’s Ensemble; Women’s Ensemble; Concert Choir; Advanced Vocal Music
Description: For Vocal Music 9-12, the major work of the discipline falls within the Perform domain. Concepts covered in the Create, Connect, and Respond domains are accessible only after students are thoroughly versed in the fundamental skills necessary to perform. Standards are specifically adapted towards the artistic processes by which people make music: Performing, Creating, Responding, and Connecting. The foundations within each artistic process propose an intended sequence of scaffolding skill levels as a means of developing students’ competency. Advanced study of Music II.
Materials:
- See teacher syllabus.
