Maine Sate Learning Results/National Standards

Creative Expression

Students will create and/or perform to express ideas and feelings. Students communicate through their works, revise and problem-solve, use a variety of processes, and integrate their works with other disciplines.
  • Each art form has specific vocabulary, elements, principles, and structures that allow for communication of ideas, feelings, and moods
  • Problem-solving skills, reflection, self-evaluation, revising, and refinement are part of the process used in the creation and development of art works
  • The development and creation of work in the arts use a variety of approaches, styles, media, and performance modes, including electronic technology

Cultural Heritage

Students will understand the cultural contributions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods.
  • Explain how the arts originate from human experience, are a communal experience, and encourage kinship with others
  • Discriminate among the qualities and characteristics of art media, techniques, and processes for the purposes of selecting appropriate media to communicate artistic ideas
  • Demonstrate an understanding of how achievement in the arts can support achievement in other disciplines
  • Create original works that integrate one or more of the characteristics and purposes of artworks from different cultures (include own community and culture)

Literacy Skills Across the Content Areas

The English Language Arts Standards describe the knowledge and skills all students need to be successful. These skills are important for career, college, and citizenship. These skills are also essential as students progress through their Pre-K-Diploma experience for accessing and sharing knowledge across content areas. Schools and teachers must take particular care to support and hold students accountable for the application of the performance indicators related to research, analysis of media, informational/position-taking writing, informational reading, listening, and speaking, where applicable, across all content areas. Maine's business community and higher education institutions have and informally underscored this need for effective communication and cross-content literacy.
Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes.
  • Apply aspects of various genres for rhetorical effect, strong diction, and distinctive voice
  • Revise drafts to improve synthesis of information from sources, ensuring that the organizational structure, perspective, and style are effective for the targeted audience and purpose
  • Edit for correct grammar, usage, and mechanics
  • Create legible final drafts

NCTE/IRA Standards

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


Educational Materials authored by Laura Richter

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