DCPS ARTS FRAMEWORK
In the Framework for Arts Learning, students engage with themes across developmental stages, revisiting ideas as they progress and grow through arts learning.
being who or what a person is - Throughout the arc of IDENTITY, students will use the arts to explore their understanding of themselves in increasingly complex ways, both technically and conceptually.
FAMILY COMMUNITY BECOMING SELF IDENTITY
reciprocal action or influence - The arc of INTERACTION pushes students to explore the relationship between the creator, the work and the audience, building an understanding of how the arts impact people.
MATCHING CONTRAST PERCEIVING OTHER INTERACTION
a system of communication - As students begin to use the arts as a tool of communication, the LANGUAGE arc will support their development of the building blocks of creation in various arts disciplines, identifying how those blocks can be combined in infinite ways.
NAMING & DESCRIBING GROUPING & SORTING CONNECTING BUILDING LANGUAGE
the process of establishing by calculation or research - Following the development of language, the DETERMINATION arc pushes students to use that language to express their ideas. The arc focuses on the role of the artist as a decision-maker in the creative process.
OPTIONS & CHOICES PATTERNS & RHYTHMS TRUSTING STRUCTURE DETERMINATION
the process of bringing into existence - The arc of CREATION places emphasis on the process that brings works of art into being. Students examine the role of their own movements and how individual actions play a critical role in outcomes.
PLAY MOVEMENT BUILDING PROCESS CREATION
a thorough or dramatic change in form or appearance - As students complete a development cycle, they will encounter the arc of TRANSFORMATION, which focuses on the ways in which the arts create and communicate change - in individuals, relationships, and environments.
FOUNDATION GROWTH & CHANGE BRIDGING PRODUCT TRANSFORMATION
to investigate or inquire into - This cycle focuses on providing students with opportunities to explore concepts and objects around them. Themes in the EXPLORE cycle create space for students to develop an understanding of the foundations of the world around them.
to handle or control - This cycle focuses on providing students with opportunities to interact directly with their environment. Themes in the MANIPULATE cycle create space for students to develop an understanding of how people and materials interact.
to take action; to do something - As students move into upper elementary and become more interested in finding agency over their surroundings, the ACT cycle grows with them, shifting into action themes that encourage exploration of how students can control aspects of their world.
to build; to bring elements together - When students enter the middle grades, they are becoming concrete thinkers, eager to acquire new skills and define their place as individuals. The CONSTRUCT cycle focuses arts learning on investigations how we build ourselves and our environment and the role that individuals play in the process.
to consider theoretically - In high school, students begin the transition from concrete to abstract thought as they transition into early adulthood. This transition is reflected in the ABSTRACT cycle, as the ideas become broad, theoretical frameworks that exist outside the individual.