DTTA State Standards

Standards for Diversity through the Arts


Programs can be tailored to standards for specific grades. Here, we provide a general overview of standards which can be edited based on the desired level of rigor for your group of students.


Visual Arts:

  • 5PE: Use observations, life experiences and imagination as sources for visual symbols, images and creative expression
  • HS Intermediate 1PE: Examine the context details of visual imagery and explain the social and cultural influences on the images
  • 6PR: Use visual art materials to express an idea that reflects their own social or cultural identity.
  • 5PR: Create a work of art in collaboration with others to address a social or cultural issue.
  • 4PR: Present personal artworks that show competence in the use of art elements to create meanings and effects.
  • HS Intermediate 6PR: Incorporate visual literacy as a means to create images that advance individual expression and communication.
  • 4RE: Communicate how personal artistic decisions are influenced by social, environmental and political views.
  • 3RE: Identify examples of visual culture and discuss how visual art is used to shape individual and social behavior


Theater Arts:

  • 1PR: Create and perform improvisations and scripted scenes based on personal experience, imagination or heritage.
  • 4PR: Compose and perform an informal production influenced by a contemporary or cultural issue.
  • 3PR: Collaborate with peers to dramatize a contemporary social issue and
    its impact on society.
  • 3PR: Construct an alternate ending for a scripted or improvised dramatic piece that engages audiences.


Musical Arts:

  • HS Beginning 4CE: Listen to and compare various musical styles from the United States, other cultures and historical periods.
  • HS Beginning 3RE: Examine how people from different backgrounds and cultures use and respond to music.
  • High School Mastery 3RE: Discuss how people differ in their response to musical experiences based upon culture, environment, values and personal experiences.

English/Language Arts

  • ELA-LITERACY.RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
  • ELA-LITERACY.RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
  • ELA-LITERACY.W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
  • ELA-LITERACY.RL.11-12.10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 12-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • ELA-LITERACY.W.11-12.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.