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1st. Secondary Level Grade (previous 7th. Basic Level Grade)
SKILLS: Ethics and citizenship, Communication, Logical, critical and creative thinking, Problem solving, scientific, environmental
Specific Competencies
YO. Artistic expression .
He synthesizes his ideas by
expressing himself
artistically through various
techniques.
II. Aesthetic and Artistic
Appreciation.
Understands Synthesis in
the artistic field and
identifies it in texts,
images, sounds and diverse
languages.
and health, Personal and spiritual development.
1. Artistic Education: SYNTHESIS IN ARTISTIC CREATION
Seventh Grade-Contents
Conceptual:
stage performance
Vocal and instrumental technique
Color synthesis in the visual and applied arts
Procedural:
Construction of characters as an element of
scenic representation.
Vocal technique (body posture, breathing,
articulation, diction for the emission of the
spoken and sung voice)
Interpretation of national and school anthems
applying techniques
Composing songs addressing themes of
personal and collective interests.
Making pointillism works based on their
knowledge of color synthesis.
Attitudinal:
Assessment of one's own artistic creations and
Achievement indicators
Identify the elements that make up the scenic
representation.
Describes the benefits of applying instrumental vocal
techniques in musical performance.
Understands the concept of color synthesis in the visual
and applied arts.
Represents credible characters, showing bodily, vocal,
psychological and emotional characteristics when
participating in dramatic situations and group plays.
Perform hymns showing proper posture, breathing and
emission.
He creatively composes hymns that highlight personal
and/or collective interests, values or events.
He experiments the synthesis of color with the
technique and style of pointillism, incorporating it
freely and consciously in his artistic creations.
Appreciate your own and other people's artistic
 Page3 of 27

1. Artistic Education: SYNTHESIS IN ARTISTIC CREATION

Specific Competencies Seventh Grade-Contents Achievement indicators
creations in different contexts .
those of other people in different contexts.

Take care of your voice when speaking and singing,

Care of the voice when speaking or singing.
arguing its importance.

Expression of ideas and feelings of solidarity

He communicates his social sensitivity through art.
and/or denunciation in their artistic creations.
It shows its capacity for synthesis by stating the
Assessment of synthesis in artistic
essential in any communicative act.
communication.

1st. Secondary Level Grade (previous 7th. Basic Level Grade)

SKILLS: Ethics and citizenship, Communication, Logical, critical and creative thinking, Problem solving, scientific, environmental and
health, Personal and spiritual development.

2. Artistic Education: ANALYSIS IN THE CREATIVE PROCESS

Specific Competencies Seventh Grade-Contents Achievement indicators
YO. Artistic expression: Conceptual: Recognizes, in different dance works, narrative or abstract

Specific Competencies
Carry out creative processes
analyzing the relevance of
the application of artistic
techniques and styles.
II. Aesthetic and Artistic
Appreciation.
Enjoy different artistic
manifestations and analyze
fundamental elements in
technical genres and styles
present in them.
2. Artistic Education: ANALYSIS IN THE CREATIVE PROCESS
Seventh Grade-Contents
Interpretive styles in theater and dance.
Ballet and modern dance.
Dominican popular music: merengue and
bachata.
Caribbean popular music: salsa and
bolero.
Model and architecture
Procedural:
Exploration of various forms
expression in theater and dance
Vocal and instrumental interpretation of
popular Dominican and Caribbean songs
and rhythms using recorder and
conventional and unconventional
percussion instruments.
Creation of simple melodies with the
studied rhythms.
Making models of architectural works
that solve current social problems,
analyzing elements and styles in
architecture.
Attitudinal:
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Achievement indicators
interpretive styles.
Recognizes, in different theatrical works, realistic or formalist
(extra-everyday) styles.
Recognizes rhythms, melodies, texts and performers of
merengue, bachata, salsa and bolero.
Identify similarities and differences in terms of speed,
instruments and performers of Dominican and Caribbean popular
music.
Understand the function of the model for a project.
Distinguishes and uses elements of architectural language, from
the colonial to the republican.
He composes and performs plays and choreographies with ideas,
of experiences and emotions, using different theatrical and dance
styles.
He performs popular Dominican and Caribbean songs, from the
existing repertoire and of his own.
He makes architectural models proposing ingenious solutions that
respond to social problems.
 Page5 of 27

2. Artistic Education: ANALYSIS IN THE CREATIVE PROCESS

Specific Competencies Seventh Grade-Contents Achievement indicators
Reflection on individual and collective Interacts in different contexts assuming the appropriate behavior
behavior, based on the analysis of dance in each case.
or theater pieces.

Assessment of indigenous Dominican It values indigenous Dominican and Caribbean rhythms as part of
and Caribbean rhythms. the artistic heritage that bases its cultural identity.
Development of imaginative capacity and Values originality as a fruit of artistic imagination.
appreciation of originality.

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

3. Artistic Education: CULTURAL DIALOGUES

Specific Competencies
YO. Artistic expression .
Create and recreate artistic
works based on
contributions from various
national and Caribbean
cultural dialogues.
II. Aesthetic and Artistic
Appreciation.
Values artistic expressions
of cultural syncretism by
Seventh Grade-Contents
Conceptual:
Syncretism in Dominican artistic
culture (Guloyas and Congos)
Dominican and Caribbean
costumbrista dramaturgy
Repertoire of Dominican symphonic
composers from different eras
Cultural syncretism in the
Dominican and Caribbean visual
arts and applied arts.
Dialogues between cultural
references present in the visual and
Achievement indicators
Understand syncretism by identifying the historical-social and
cultural context of Los Guloyas and Los Congos.
Describes characteristic elements of Dominican and Caribbean
costumbrista dramaturgy.
Recognizes Dominican symphonic composers from different
eras.
Relates the elements of syncretism present in the Dominican and
Caribbean visual arts and applied arts.
Identify cultural references present in the visual and audiovisual
languages of Dominican and Caribbean artists.

Specific Competencies
identifying its constituent
elements.
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3. Artistic Education: CULTURAL DIALOGUES
Seventh Grade-Contents Achievement indicators
audiovisual languages of Dominican
and Caribbean artists.
Procedural:
Representations of works of
It stages works of Dominican and Caribbean costumbrista
Dominican and Caribbean
theater.
dramaturgy.
Representations of Guloyas, Congos
Performs dances that reflect the integration of two or more
and other dances integrated into
cultures, identifying their characteristics.
Dominican culture.
Listening and identification of
Auditory identifies folkloric elements in Dominican symphonic
Dominican symphonic composers
compositions from different periods.
from different eras.
Application of elements of
Consciously applies the elements of syncretism in visual works
syncretism in his works.
or art objects.
Reflection on syncretism in
Critically reflects on syncretism in Dominican and Caribbean
Dominican and Caribbean visual
visual and applied arts.
and applied arts.
Creation of works taking into
account the dialogue between His understanding of the plurality of cultural references present
cultural references in Dominican in Dominican and Caribbean art is explicit in his works.
and Caribbean art.
Attitudinal:
Assessment of the contributions of
It values the contributions of different cultural influences that
different cultural influences that
converge in the syncretism of national artistic expressions.
converge in the syncretism of
national artistic expressions.
 Page7 of 27

3. Artistic Education: CULTURAL DIALOGUES

Specific Competencies Seventh Grade-Contents Achievement indicators
Appreciation of Dominican
symphonic composers from
Appreciate the works of Dominican symphonic composers from
different eras as a contribution to
different eras by listening to them.
the enrichment of the national
musical heritage.
Strengthening personal and social
It identifies itself as part of a syncretic culture through its artistic
identity by assuming oneself as part
processes and creations.
of a syncretic culture.
Development of an attitude of
flexibility in the face of the plurality It shows a flexible attitude towards the plurality present in
present in Dominican and Caribbean Dominican and Caribbean artistic languages.
artistic languages.

1st. Secondary Level Grade (previous 7th. Basic Level Grade)

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

4. Artistic Education: SOCIALIZATION OF IDEAS IN ARTISTIC COMMUNICATION
Specific Competencies
YO. Artistic expression .
Communicate ideas,
emotions, feelings and
experiences through various
artistic manifestations.
II. Aesthetic and Artistic
Appreciation.
Values the communicative
capacity of different artistic
expressions, understanding
message, form and content.
Seventh Grade-Contents
Conceptual:
Choreographic composition: roles, rhythmic
patterns, design (displacements in space).
Stage direction: dramaturgy, characters,
conflict, time, space and technical aspects.
The musicalization
Thoughtful Artistic Journal
Procedural:
Assembly of short theatrical pieces, using
elements of stage direction: dramaturgy,
characters, conflict, time, space and technical
aspects.
Collective composition of short dances, using
elements of choreographic design: roles and
rhythmic patterns.
Musicalization of works from various artistic
languages and environments.
Design and binding of an artistic journal.
Preparation of an artistic journal of reflection
and application of various techniques
(drawing, collage, photography, texts, among
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Achievement indicators
Identify basic elements of the choreographic structure in different
dances.
Identify elements of stage direction .
Understands the functions of musicalization in various artistic
languages, emphasizing its communicative effects.
He recognizes the usefulness of an artistic journal in
systematizing his reflections.
Stage short theatrical pieces, coordinating elements of stage
direction.
Stage short dances, using elements of choreographic design.
Musicalize visual images, videos, small theatrical scenes and
school events.
Design and bind your artistic journal using environmentally
friendly and easily accessible materials.
He creates an artistic journal with his reflections throughout the
school year, constantly updating it with various artistic
techniques.
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4. Artistic Education: SOCIALIZATION OF IDEAS IN ARTISTIC COMMUNICATION

Specific Competencies Seventh Grade-Contents Achievement indicators
others).
Attitudinal: Assume responsible leadership when coordinating group
Leadership in group creation. creation.

Rating teamwork. Values teamwork, assuming their role and respecting agreements.
Preserves natural resources, rationalizing their use and taking
Preservation of natural resources from an
advantage of waste by creating artistically.
artistic perspective.

Reflective and critical attitude when recording Manifests self-knowledge and originality by creatively recording
your ideas and communicating them. his reflections and communicating them.

2nd. Secondary Level Grade (previous 8th. Basic Level Grade)

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.
1. Artistic Education: LIGHT, SPACE AND CREATION.
Specific Competencies Eighth Grade-Contents Achievement indicators
Conceptual:
YO. Artistic expression: Theatrical techniques based on light: Black Identify the origin, evolution and characteristics of
He uses different artistic methods and Theater and Shadow Theater (puppets). the techniques of Black Theater and Shadow
techniques to express himself Theater
creatively, appropriately using light The stage space in dance.
and space resources in his execution. Identify the role of space in choreographic

1. Artistic Education: LIGHT, SPACE AND CREATION.
Specific Competencies
II. Aesthetic and Artistic
Appreciation:
Recognizes different artistic
techniques, describing the
fundamental resources for their
execution.
Eighth Grade-Contents
Tonal rating scale
Spaces and objects in scenic representation.
Musical interpretation, creation and improvisation.
Procedural:
Production practices with Black and Shadow
Theater techniques (puppets).
Exploration of possible uses of space in dance
composition.
Application of the tonal value scale using different
techniques and colors in your artistic creations.
Preparation of spaces, dolls and objects for the
Black Theater and Shadow Theater.
Musical creation using technology resources.
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Achievement indicators
composition.
Describes the characteristics of tonal color
assessment.
Recognizes the characteristics of spaces and
objects used in scenic representation
Explain the differences between musical
interpretation, creation and improvisation.
He integrates tools from shadow theater and black
theater in his performances.
Explore possible uses of space in dance
composition.
Appropriately applies the tonal value scale by
incorporating it into his works.
Create props and scenery appropriate for various
shows.
Composes songs, melodies and own rhythms using
various technological resources.
 Page11 of 27

1. Artistic Education: LIGHT, SPACE AND CREATION.

Specific Competencies Eighth Grade-Contents Achievement indicators

Attitudinal: Show sensitivity by enjoying the tonal variety

Aesthetic sensitivity to the tonal variety present in
present in artistic works and nature.
artistic works and nature.

He shows enthusiasm by freely expressing himself

Freedom to create and improvise.
in his creations.

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

2. Art Education: URBAN ART

Specific Competencies
YO. Artistic expression:
Prepare individual and collective
artistic proposals, communicating
ideas, conflicts and situations using
aesthetic references of urban art.
Eighth Grade-Contents Achievement indicators
Conceptual: Recognizes the origin, evolution and performers of
Urban dances. different urban dances.
Identify stilts as a tool for performing street
Street theater; stilts theater.

2. Art Education: URBAN ART
Specific Competencies
II. Aesthetic and Artistic
Appreciation:
Values the importance of urban and
popular art as a means of
communication and social
transformation.
Eighth Grade-Contents
Mural painting (including graffiti), as an
expression of public art.
Urban music
Procedural:
Interpretation of small routines and choreographic
designs of different urban dances.
Incorporation of construction techniques and use
of stilts in open spaces.
Collective creation of murals and graffiti
applicable to different community environments.
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Achievement indicators
Recognizes the origin, evolution and expressions
of mural painting (graffiti) as public art.
Identify similarities and differences in rhythms,
melodies, texts, instruments, technological means
and performers of urban music.
Creatively and critically interpret small routines.
He creates characteristic choreographic designs of
various urban dances and socializes them.
Performs urban dances selecting theme and
choreography based on critical analysis.
Build and use stilts, incorporating them into stage
performances carried out in open spaces.
They collectively design and create murals and
graffiti, incorporating social content related to
their different community environments.
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2. Art Education: URBAN ART

Specific Competencies Eighth Grade-Contents Achievement indicators

Creation of rhythmic and melodic ostinatos with

the voice, the body, technological resources
(overlaid recorded tracks and mixes) and
conventional and unconventional percussion Create rhythmic and melodic ostinatos by
instruments (made with recycled and practicing them with others and recording tracks.
environmental materials).
Vocal and instrumental interpretation of urban
melodies and rhythms.
Attitudinal:
Shows openness in enjoying and valuing new
Assessment and esteem of new trends and artistic
artistic expressions.
manifestations

Valuation of the arts as a means of communication Values artistic expressions as a means of

of social conscience. communicating social conscience.

Openness to dialogue between traditional art and Value artistic culture, understanding its process of
new art forms. constant renewal.

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
Specific Competencies
YO. Artistic expression:
It shows its cultural identity, by
interpreting and creating pieces from
different artistic languages.
II. Aesthetic and Artistic
Appreciation.
Issues opinions on various national,
Caribbean and Latin American artistic
works, arguing about their
fundamental characteristics.
and health, Personal and spiritual development.
3. Artistic Education: ART AND SOCIETY
Eighth grade-contents
Conceptual:
The Dominican and Caribbean scene. Main
groups, techniques and cultists in theater and
dance.
Works by national, Caribbean and Latin American
modern visual artists.
Soloists of national lyrical singing.
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Achievement indicators
Identify elements of the history of Dominican and
Caribbean theater.
Recognizes outstanding groups, techniques and
practitioners of Dominican theater and dance.
Identifies works by national, Caribbean and Latin
American modern visual artists.
Recognizes soloists of national lyrical singing.
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3. Artistic Education: ART AND SOCIETY

Specific Competencies Eighth grade-contents Achievement indicators
Procedural:
Exhibitions and debates on the Dominican and Discusses the main groups of the Dominican and
Caribbean scene. Main groups, techniques and Caribbean scene.
cultists in theater and dance.
He performs fragments of pieces from Dominican
Assembly of fragments of pieces of Dominican and Caribbean drama.
and Caribbean dramaturgy.
Stage fragments of Dominican choreographies
Montage of fragments of Dominican and
Caribbean choreographies.
Art and society: Recognition of works by modern Argues the relationship between the sociocultural
artists (national, Caribbean) and associating their contexts of modern artists and their works.
content with each context.

Listening to musical works performed by national
lyrical singers from different eras.
Attitudinal:
Understanding the relationship between art and
society.
Appreciation of lyrical singing.
Identify female and male voices of Dominican
lyrical singing, classifying them according to their
register.
It understands the relationship between art and its
sociocultural context in which its manifestations
occur.
Appreciate the works performed by Dominican
lyrical singers from different eras by listening to
them.

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
Specific Competencies
YO. Artistic expression:
He communicates artistically by
effectively mixing different
languages.
II. Aesthetic and Artistic
Appreciation:
It includes the composition of artistic
manifestations where various
languages interact, identifying them.
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and health, Personal and spiritual development.
4. Art Education: INTERACTION OF THE ARTS
Eighth Grade-contents Achievement indicators
Conceptual:
Analyzes the specific characteristics of dance
Dance-theater: Interaction of gesture, text and
theater as its own and independent genre.
movement.
Exhibitions, samples and arts competitions: Explains characteristics of visual arts exhibitions
individual and collective. and competitions.
Identify resources, techniques and uses of different
Handmade accessories
types of handmade accessories.
Recognizes the musical story as a means of
The musical story
integrating music, text and dramatization.
Procedural: He researches and creatively exposes his
Research and video forums of representative knowledge about dance theater, the pieces and
dance-theater pieces. artists that represent it.
Creation and assembly of dance-theater pieces. Stage dance-theater pieces presenting them to
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4. Art Education: INTERACTION OF THE ARTS

Specific Competencies Eighth Grade-contents Achievement indicators
Presentations in intra and extracurricular
different audiences.
activities.
Preparation of handmade accessories for different
Make handmade accessories using different
uses incorporating materials from the environment
materials or recycling them from the environment.
or recycling them.

Visits to exhibitions, physical or virtual,

He reports his critical comments on the works
individual and collective.
observed and the artists who produce them.

Create musical stories incorporating sound

Preparation of musical stories incorporating
instrumental and ambient sound elements.
Creation of musical motifs to represent the
characters and elements of a musical story.
elements that represent characters and the setting.
Uses various vocal, bodily, traditional and
unconventional instrumental as well as
computerized electronic sound sources when
creating musical stories.

Attitudinal:
Values exhibition events as spaces for the
Evaluation of individual and group exhibitions
expression of the arts and exercise of cultural
and competitions in the dissemination of different
rights.
expressions of the visual arts.
Preservation of natural resources from an artistic
perspective. Preserve natural resources by creating works of art
Discover the aesthetic possibilities that natural
Creativity when transforming nature's resources resources have when transforming them into
into artistic pieces.
artistic pieces.
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4. Art Education: INTERACTION OF THE ARTS

Specific Competencies Eighth Grade-contents Achievement indicators

Become aware of the value of strengthening your

Openness when enjoying or creating works that
communication by integrating various artistic
integrate diverse artistic languages.
languages.

3rd. Secondary Level Grade (previous 1st. Middle Level Degree)

 Page19 of 27

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

1. Artistic Education: THE DYNAMICS IN POPULAR ART

Specific Competencies
YO. Artistic expression:
It incorporates elements of popular
culture into its artistic expressions,
identifying its influences and
characteristics.
Ninth Grade-contents Achievement indicators
Identify merengue, salsa, bachata and waltz as
Conceptual: popular manifestations of dance.
The popular currents of the performing arts.
Recognizes vaudeville and situation comedy as
popular manifestations of theater.

II. Aesthetic Appreciation:

textile design Understands the characteristics, importance and
He estimates popular art as a result of
basic procedures of textile design.
the people's need for communication,
understanding the artistic languages
that constitute it.
Learn about the characteristic elements of kinetic
Kinetic sculpture: The mobile
sculpture.
The melody: Motifs, phrases and semi-phrases in Identify the motifs, semi-phrases and phrases that
the melodic structure of popular songs. constitute the melodic structure of popular songs.
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1. Artistic Education: THE DYNAMICS IN POPULAR ART

Specific Competencies Ninth Grade-contents Achievement indicators

Procedural:

Research on the main popular manifestations of It exposes characteristics of popular manifestations

the performing arts in the last 5 decades. of theater and dance.
(collective creation, living statues, hip-hop)
Popular dance practices: merengue, bachata, salsa Dance popular dances in coordination with your
and waltz. partner.

Create textile designs using natural dyes with

Preparation of textile design using organic dyes.
environmental materials.
Making mobile sculptures, with various materials
Make mobiles with various materials.
(wire, clay, putty, objects), incorporating shapes
and movements based on popular themes.
Create new melodies (original or from existing
ones)
Construction of own melodies using their voice or
Musicalize texts with simple melodies.
conventional and unconventional melodic
instruments. (flutes, keyboards, objects and
Listen and repeat melodies of popular songs,
electronic media)
recognizing their similarity to spoken language .

Attitudinal:
Creativity and experimentation when making Shows creativity and openness when making the
designs that your artistic projects require. designs that his artistic projects require.
 Page21 of 27

1. Artistic Education: THE DYNAMICS IN POPULAR ART

Specific Competencies Ninth Grade-contents Achievement indicators
He enjoys coming into contact with various artistic
Enjoy the increase in appreciative abilities. expressions, understanding some of the elements
that make them up.

3rd. Secondary Level Grade (previous 1st. Middle Level Degree)

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

Specific Competencies
YO. Artistic expression:
Undertakes collective artistic projects,
integrating artistic forms in the
solution of communicative and
aesthetic problems.
II. Aesthetic and Artistic
Appreciation:
Enjoy integrated artistic
manifestations, identifying their
components and valuing their
significance.
2. Artistic Education: ARTISTIC TRANSCENDENCE
Ninth Grade-Contents Achievement indicators
Conceptual:
The musical theater. History and main exponents.
Photo reports
Clothing: types, materials and shapes.
Opera, operetta, zarzuela and musical revue.
Procedural:
Research on musical theater: Broadway and the
Dominican Republic.
Recreation of fragments of musical theater works.
Making photographic series that illustrate texts or
stories about the school or the community .
Design and creation of costumes for characters in
artistic projects.
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Explains the origins and characteristics of musical
theater.
Identify the basic elements of photography and
their power of communication and description.
Identify aspects of the history of costumes and
the role they play in the works and the
relationship with their context.
Recognizes characteristics, historical aspects
and main composers and performers of the
various manifestations of the opera genre.
Presents results of research on musical theater.
Stage short pieces of musical theater.
Make photo reports of events in your school or
community.
Create appropriate costumes for the
characters in your artistic projects.
 Page23 of 27

2. Artistic Education: ARTISTIC TRANSCENDENCE

Specific Competencies Ninth Grade-Contents Achievement indicators
Recognizes works from the opera repertoire
that he appreciates.
Listening to operatic music in live shows, video
or internet. Attend presentations of musical magazines,
zarzuelas, operas and operettas that take place
in the country by making a report.
Attitudinal:
Assessment of the different manifestations that Values different manifestations of integrated
make up the musical, performing and visual arts.
arts.

Esteem for the operatic genre. Shows esteem for the operatic genre.
 Page24 of 27

3rd. Secondary Level Grade (previous 1st. Middle Level Degree)

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
and health, Personal and spiritual development.

3. Artistic Education: ART IN ITS HISTORICAL CONTEXT

Specific Competencies: Ninth Grade-Contents Achievement indicators

YO. Artistic expression: Conceptual: It relates the main characteristics of Western

It incorporates into its cultural
heritage fundamental aspects of the
arts in their historical context,
contrasting them with their artistic
productions.
II. Aesthetic and Artistic
Appreciation:
Enjoy artistic manifestations from
different periods, valuing their
historical context and their
significance over time.
History of Western theater: From Antiquity to the
Renaissance.
History of dance: From ballet to modern dance
Dominican cinema
History of music: From Antiquity to the
Renaissance .
Procedural:
Historical documentation of theater and dance
theater from its origins to the Renaissance.
Identify fundamental aspects of the emergence of
ballet and modern dance.
Recognize and name Dominican films from
different times.
Recognizes characteristics of ancient, medieval
and Renaissance music.
Create a physical or digital portfolio with the main
elements and characters from the history of

3. Artistic Education: ART IN ITS HISTORICAL CONTEXT
Specific Competencies: Ninth Grade-Contents
through the creation of physical and/or digital
folders with elements and main characters from
the history of Western theater and dance.
Appreciation of Dominican films that highlight
personal, family or national interest problems.
Listening and identifying characteristics of music
from Antiquity to the Renaissance.
Attitudinal:
He enjoys appreciating Dominican films arguing
critically and autonomously.
Appreciation of the arts throughout history as a
contribution to the enrichment of universal artistic
heritage.
Page25 of 27
Achievement indicators
Western theater and dance.
Reports critical analysis of Dominican films,
evaluating thematic and technical aspects.
Identify elements of music from Antiquity to the
Renaissance.
He shows respect when analyzing Dominican
films and is critical when presenting his
arguments.
Appreciates the artistic manifestations of past eras,
valuing their contributions to the enrichment of
universal artistic heritage.

SKILLS: Ethics and citizenship, Communicative, Logical, critical and creative thinking, Problem solving, Scientific, Environmental
Specific Competencies
YO. Artistic expression:
Participates in the realization of
artistic projects, disseminating the
works produced.
II. Aesthetic and Artistic
Appreciation:
Enjoy various artistic and cultural
manifestations, incorporating them
into your productive entertainment
and leisure programming.
and health, Personal and spiritual development.
4. Art Education: SOCIALIZATION OF ART
Ninth Grade-Contents
Conceptual:
The integration of the arts in musical theater.
Film shows and festivals
Music in the theater, the musical magazine and the Recognizes the function of music in theater,
cinema.
Craft samples and markets.
Procedural:
Productions of musical theater works.
Organization of film shows (documentaries, shorts
and feature films) at your school.
Listening and analysis of musical themes used in
cinema, theater and musical magazines.
Montage of songs and choreographies of musical
theater
Creation of handmade pieces, inspired by
everyday needs.
Attitudinal:
Assessment of the integration of the arts in artistic
shows.
Page26 of 27
Achievement indicators
Describes the way acting, dance, and music are
integrated into musical theater.
It identifies film exhibitions and festivals,
recognizing their contributions to the
dissemination of the visual arts.
musical revues and cinema.
Understands the importance of craft markets in the
dissemination of productions created by national
artisans.
Participates in musical theater works, properly
integrating the elements that constitute it.
He organizes film shows and socializes them.
Analyzes the text and character of the songs and
music and their relationship with the script and
scripts of the works.
Perform songs and dances in the mu sicales.
He exhibits the handmade pieces he creates.
Values the integration of the arts in artistic shows
 Page27 of 27

4. Art Education: SOCIALIZATION OF ART

Specific Competencies Ninth Grade-Contents Achievement indicators
Assessment of artistic programming as an offer for
Enjoy artistic programming as an offer for the
the culture of entertainment and productive
culture of entertainment and productive leisure.
leisure.