Date Modified: September 17, 2025
Curriculum Overview
The Performing Arts curriculum at Legacy Haven Academy is designed to cultivate artistic literacy, fostering students’ ability to create, perform, respond to, and connect with the performing arts in ways that promote personal growth, cultural awareness, and creative problem-solving. Aligned with the Arizona Department of Education (AZDoE) Arts Standards and drawing from the National Core Arts Standards’ emphasis on artistic processes, this curriculum spans grades 5-12, emphasizing the transformative power of dance, music, and theatre. Its scope encompasses foundational skill-building in middle school through advanced synthesis and application in high school, ensuring coherence across disciplines while allowing flexibility for student interests. Design considerations prioritize focus on core artistic processes—Creating, Performing, Responding, and Connecting—rigor through progressive complexity, and real-world relevance, such as community performances and interdisciplinary projects that reflect Arizona’s diverse cultural landscapes, including Native American traditions and Southwestern influences.
High-level goals center on college and career readiness (CCR) by developing versatile skills in collaboration, critical thinking, and self-expression, preparing students for postsecondary arts programs, creative industries, or entrepreneurial ventures like event production. Key themes include artistic intent, cultural empathy, and innovation, where students explore how performing arts address social issues, enhance emotional intelligence, and contribute to lifelong wellness. The pedagogical approach is hands-on and progressive, utilizing project-based learning, ensemble work, and reflective practices to build conceptual understanding and procedural fluency. Students engage in iterative cycles of ideation, rehearsal, presentation, and critique, supported by inclusive environments that accommodate diverse abilities and backgrounds.
The curriculum is structured around three core strands—Dance, Music, and Theatre—modeled after AZDoE’s artistic processes. These strands interweave to develop holistic performers who can improvise, interpret, and evaluate art with depth. Progressions ensure foundational elements like body awareness and rhythmic literacy in grades 5-8 evolve into sophisticated applications, such as original choreography or ensemble direction in grades 9-12, promoting rigor and coherence aligned with AZDoE benchmarks for artistic proficiency.
Dance
College and Career Readiness (CCR) Anchor Standards:
- Generate and conceptualize artistic ideas through exploration of stimuli and movement invention.
- Organize, develop, and refine choreography to convey intent and structure.
- Select, analyze, and perform dance works with technical precision and expressive clarity.
- Perceive, interpret, and evaluate dance using criteria informed by context and genre.
- Synthesize personal experiences and cultural contexts to connect dance with broader meaning.
- Demonstrate leadership in collaborative performance settings.
Key Topics:
- Choreographic processes and movement invention.
- Technical proficiency and kinesthetic awareness.
- Expressive interpretation and audience engagement.
- Cultural and historical influences on dance forms.
- Critical analysis and revision for artistic impact.
Progression:
- Grades 5-8: Foundational skills emphasize exploration, coordination, and basic critique, progressing from guided improvisation to independent short studies. Activities include ensemble warm-ups, thematic explorations (e.g., Arizona landscapes), and peer feedback, aligning with AZDoE grade-band expectations for building body awareness, spatial relationships, and genre familiarity to foster coherence and introductory rigor. Standards of Learning:
- Standard 5.PA.D.1: Experiment with stimuli like music or nature to invent movement phrases, creating a short sequence (aligned to AZDoE Dance Grade 5 Creating 1c). Example: Develop a 30-second study inspired by desert winds.
- Standard 6.PA.D.2: Refine partner dances focusing on levels and pathways, maintaining focus in group space (aligned to AZDoE Dance Grade 6 Performing 4a). Example: Perform a duet with clear transitions.
- Standard 7.PA.D.3: Analyze how elements like tempo shape intent in a cultural dance, using terminology (aligned to AZDoE Dance Grade 7 Responding 7b). Example: Compare ballet and hoop dance excerpts.
- Standard 8.PA.D.4: Revise choreography based on peer criteria, explaining changes for emotional impact (aligned to AZDoE Dance Grade 8 Creating 3a). Example: Adjust a group piece for better flow.
- Standard 5.PA.D.5: Identify symmetrical shapes and their role in composition (aligned to AZDoE Dance Grade 5 Performing 4a). Example: Create balanced formations.
- Standard 6.PA.D.6: Discuss personal responses to a dance video, noting evoked feelings (aligned to AZDoE Dance Grade 6 Responding 7a). Example: Journal on a multicultural performance.
- Standard 7.PA.D.7: Apply alignment and balance in sequences with turns and elevations (aligned to AZDoE Dance Grade 7 Performing 5a). Example: Rehearse a folk-inspired routine.
- Standard 8.PA.D.8: Evaluate a peer’s work using genre-specific criteria (aligned to AZDoE Dance Grade 8 Responding 9a). Example: Provide constructive notes on expression.
- Grades 9-12: Advanced integration focuses on original works, leadership, and synthesis, with complex projects like site-specific performances emphasizing application, ethical considerations, and professional standards, aligned to AZDoE high school proficient/accomplished levels. Standards of Learning:
- Standard 9.PA.D.1: Choreograph a thematic piece incorporating diverse stimuli, articulating intent (aligned to AZDoE Dance HS Proficient Creating 1). Example: Create a 3-minute work on resilience.
- Standard 10.PA.D.2: Lead rehearsals, demonstrating etiquette and feedback integration (aligned to AZDoE Dance HS Proficient Performing 6a). Example: Direct a ensemble for community event.
- Standard 11.PA.D.3: Interpret cultural influences in global dances, justifying choices (aligned to AZDoE Dance HS Accomplished Responding 8). Example: Adapt a traditional form ethically.
- Standard 12.PA.D.4: Synthesize feedback to refine advanced techniques like partnering (aligned to AZDoE Dance HS Advanced Creating 3). Example: Polish a full production.
- Standard 9.PA.D.5: Analyze multimedia dance adaptations for medium-specific effects (aligned to AZDoE Dance HS Proficient Responding 7). Example: Critique film vs. live versions.
- Standard 10.PA.D.6: Connect dance to social issues, proposing community applications (aligned to AZDoE Dance HS Accomplished Connecting 10). Example: Design outreach workshop.
- Standard 11.PA.D.7: Execute complex sequences with projections and extensions (aligned to AZDoE Dance HS Advanced Performing 5). Example: Perform in varied environments.
- Standard 12.PA.D.8: Evaluate works using professional criteria, including innovation (aligned to AZDoE Dance HS Advanced Responding 9). Example: Review festival pieces.
Music
College and Career Readiness (CCR) Anchor Standards:
- Generate and conceptualize musical ideas through improvisation and composition.
- Organize and develop musical structures with unity and variety.
- Refine performances using technique, expression, and feedback.
- Select and interpret repertoire for diverse contexts and audiences.
- Analyze and interpret musical elements to uncover meaning.
- Connect music to personal, cultural, and interdisciplinary contexts.
Key Topics:
- Improvisation and compositional forms.
- Performance techniques and ensemble collaboration.
- Musical analysis and expressive interpretation.
- Historical and cultural music traditions.
- Technology and innovation in music creation.
Progression:
- Grades 5-8: Intermediate skills build rhythmic accuracy, basic composition, and contextual listening, progressing from teacher-guided to peer-collaborative tasks. Activities include ensemble playing and digital recording, aligned to AZDoE benchmarks for developing notation use and style recognition. Standards of Learning:
- Standard 5.PA.M.1: Improvise simple rhythmic patterns in 4/4 meter (aligned to AZDoE Music Grade 5 Creating 1). Example: Create a drum groove.
- Standard 6.PA.M.2: Develop a short melody with beginning and end, using notation (aligned to AZDoE Music Grade 6 Creating 2). Example: Compose for recorder.
- Standard 7.PA.M.3: Rehearse to refine dynamics and tempo in group performance (aligned to AZDoE Music Grade 7 Performing 5). Example: Prepare folk song ensemble.
- Standard 8.PA.M.4: Select pieces based on personal criteria, explaining choices (aligned to AZDoE Music Grade 8 Performing 4). Example: Choose for recital.
- Standard 5.PA.M.5: Describe how tempo affects mood in a listening example (aligned to AZDoE Music Grade 5 Responding 7). Example: Analyze pop vs. classical.
- Standard 6.PA.M.6: Identify cultural origins of a genre (aligned to AZDoE Music Grade 6 Connecting 10). Example: Explore mariachi influences.
- Standard 7.PA.M.7: Revise composition based on peer feedback (aligned to AZDoE Music Grade 7 Creating 3). Example: Edit harmony layer.
- Standard 8.PA.M.8: Evaluate performance using rubrics for expression (aligned to AZDoE Music Grade 8 Responding 9). Example: Self-assess recording.
- Grades 9-12: Mastery involves advanced improvisation, arrangement, and critique, with projects like original scores for theatre, aligned to AZDoE HS levels for professional preparation. Standards of Learning:
- Standard 9.PA.M.1: Improvise in expanded forms like rondo (aligned to AZDoE Music HS Proficient Creating 1). Example: Jazz solo.
- Standard 10.PA.M.2: Arrange a piece for ensemble, balancing unity/variety (aligned to AZDoE Music HS Proficient Creating 2). Example: Adapt for band.
- Standard 11.PA.M.3: Convey intent through nuanced phrasing in solo performance (aligned to AZDoE Music HS Accomplished Performing 6). Example: Vocal recital.
- Standard 12.PA.M.4: Curate a program with rationale for thematic flow (aligned to AZDoE Music HS Advanced Performing 4). Example: Concert planning.
- Standard 9.PA.M.5: Interpret harmonic progressions in analysis (aligned to AZDoE Music HS Proficient Responding 7). Example: Break down sonata.
- Standard 10.PA.M.6: Relate music to historical events (aligned to AZDoE Music HS Accomplished Connecting 11). Example: Link blues to migration.
- Standard 11.PA.M.7: Integrate technology for composition revision (aligned to AZDoE Music HS Advanced Creating 3). Example: DAW production.
- Standard 12.PA.M.8: Critique using advanced criteria like innovation (aligned to AZDoE Music HS Advanced Responding 9). Example: Review symphony.
Theatre
College and Career Readiness (CCR) Anchor Standards:
- Generate ideas through character exploration and scenario invention.
- Develop and structure dramatic narratives collaboratively.
- Refine acting and technical elements for cohesive presentation.
- Interpret scripts and roles with depth and empathy.
- Analyze theatrical works through cultural and personal lenses.
- Connect theatre to community and global issues.
Key Topics:
- Character and story development.
- Acting techniques and stagecraft.
- Directing and ensemble dynamics.
- Script analysis and historical theatre.
- Ethical production and audience impact.
Progression:
- Grades 5-8: Foundational acting and design skills progress from guided improv to scripted scenes, with emphasis on collaboration and basic evaluation, aligned to AZDoE for building dramatic structure and empathy. Standards of Learning:
- Standard 5.PA.T.1: Invent traits for a character using physicality (aligned to AZDoE Theatre Grade 5 Creating 1). Example: Mime daily routine.
- Standard 6.PA.T.2: Revise improvised scenes through repetition (aligned to AZDoE Theatre Grade 6 Creating 3). Example: Refine group skit.
- Standard 7.PA.T.3: Use gestures to convey emotion in monologue (aligned to AZDoE Theatre Grade 7 Performing 6). Example: Express conflict.
- Standard 8.PA.T.4: Select props to support story in design (aligned to AZDoE Theatre Grade 8 Performing 5). Example: Build simple set.
- Standard 5.PA.T.5: Describe plot events in a fable (aligned to AZDoE Theatre Grade 5 Performing 4). Example: Outline moral arc.
- Standard 6.PA.T.6: Discuss cultural views in a play excerpt (aligned to AZDoE Theatre Grade 6 Responding 8). Example: Explore folktale.
- Standard 7.PA.T.7: Collaborate on blocking choices (aligned to AZDoE Theatre Grade 7 Creating 1). Example: Stage scene.
- Standard 8.PA.T.8: Evaluate using criteria like pacing (aligned to AZDoE Theatre Grade 8 Responding 9). Example: Peer review.
- Grades 9-12: Advanced synthesis includes directing full productions and critical essays, emphasizing leadership and innovation, aligned to AZDoE HS for professional pathways. Standards of Learning:
- Standard 9.PA.T.1: Devising original scenes from multiple perspectives (aligned to AZDoE Theatre HS Proficient Creating 1). Example: Address local issue.
- Standard 10.PA.T.2: Direct rehearsals with technical integration (aligned to AZDoE Theatre HS Proficient Performing 5). Example: Light a scene.
- Standard 11.PA.T.3: Interpret subtext in complex roles (aligned to AZDoE Theatre HS Accomplished Performing 4). Example: Shakespearean analysis.
- Standard 12.PA.T.4: Justify design for emotional impact (aligned to AZDoE Theatre HS Advanced Creating 2). Example: Costume rationale.
- Standard 9.PA.T.5: Analyze irony in adaptations (aligned to AZDoE Theatre HS Proficient Responding 7). Example: Film vs. stage.
- Standard 10.PA.T.6: Connect to societal themes ethically (aligned to AZDoE Theatre HS Accomplished Connecting 10). Example: Diversity workshop.
- Standard 11.PA.T.7: Refine ensemble through feedback loops (aligned to AZDoE Theatre HS Advanced Creating 3). Example: Full run-through.
- Standard 12.PA.T.8: Evaluate using professional standards (aligned to AZDoE Theatre HS Advanced Responding 9). Example: Festival critique.
Summary of Topics Learned
This curriculum integrates AZDoE Arts Standards’ processes with CCR emphases on creativity and analysis. Grades 5-8 focus on foundational techniques—e.g., basic choreography, ensemble singing/acting, and introductory critique—building conceptual understanding through guided projects like cultural jams, progressing to applications in short performances with AZDoE benchmarks for coordination and context.
Grades 9-12 advance to mastery, with rigorous projects like interdisciplinary musicals emphasizing synthesis, ethical leadership, and extensions like digital theatre, aligned to AZDoE HS levels for innovation and cultural depth.
Educational Impact
Aligned seamlessly with AZDoE Arts Standards and national frameworks like the National Core Arts Standards, this curriculum exceeds expectations by embedding Arizona-specific contexts, such as Native dances or Southwestern musical motifs, to enhance cultural relevance. It prioritizes CCR by equipping students with transferable skills in collaboration and resilience, preparing them for college arts majors or careers in performance, education, and media. Benefits include boosted self-confidence, empathy through role immersion, and practical life skills like public speaking.
Pathways support diverse futures, including skilled trades in stagecraft, entrepreneurship in community arts, and agricultural careers via performative storytelling in agribusiness events, per AZDoE CTE integrations. This fosters independence, workforce readiness, and economic vitality in Arizona’s creative sectors.
Resources
Integrated through project-based activities and aligned with AZDoE Arts Standards supporting materials, including implementation guides and crosswalks. Key resources: AZDoE Arts Standards PDFs (Dance, Music, Theatre); National Core Arts Standards exemplars (e.g., performance tasks); hands-on materials like rhythm instruments and costume kits; online tools (e.g., GarageBand for composition, Digital Theatre+ for analysis); textbooks like “The Moving Body” for dance; student work galleries; research from Americans for the Arts on standards efficacy.
Assessment Methods
Assessment is a passive, ongoing process embedded in daily activities, checking mastery of all Legacy Haven Academy Standards of Learning through observational notes during rehearsals, portfolio reviews of creative outputs (e.g., video recordings, journals), and reflective discussions. This low-pressure approach measures holistic growth in creativity, technique, and connection, aligned with the school’s experiential framework, without formal testing.