Content descriptions in each arts subject reflect the interrelated strands of making and responding. making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and …

The arts strands identify the skills, knowledge, and understandings that students develop through learning in the arts. The strands outline ways in which learning in the arts contributes to developing the key competencies, principles, and values of The New Zealand Curriculum.

The Visual and Performing Arts domain consists of four strands, each representing a specific arts discipline. Visual Arts: This strand covers experiences with diverse forms and elements of visual art.

The expectations in the arts curriculum are organized into four strands – Dance, Drama, Music, and Visual Arts. The knowledge and skills described in the expectations in these four strands will enable students to create, understand, respond to, and appreciate a range of works in the arts.

The curriculum is structured around four strands, each of which involves making and responding. Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, …

We have found that the implementation of an arts integrated instructional model calls on skills in four vital skill domains: Classroom Practice, Instructional Design, Artistry (skill and knowledge in an art form), and Collaboration.

teachers encourage students to analyze and select art and improve their techniques for expressing meaning through presentation.

A four strand structure has been applied to each of the Arts disciplines. For Dance, Drama, Music and Visual Arts the four strands are Explore and Express Ideas, Practices, Present and Perform, and Respond and Interpret.

The TEKS organize art education into the following four strands of learning. Within each grade and course level, the strands function interdependently, minimizing the need for allotting equal time to each strand.

Strand 4: Response/ Evaluation audience members, choosing music, criqituing renditions, creative movement, visual effects, listening and evaluating, set design, creating scripts and roles