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department avatarInstructional Support & Student Activities

9-12 Dance

High school students need to continue to dance and create dances in order to more highly develop their ability to communicate in a way that is different from the written or spoken word, or even from other visual or auditory symbol systems. They also need to respect their bodies and to understand that dance is the product of intentional and intelligent physical actions. Continued development of movement skills and creative and critical thinking skills in dance is important regardless of whether students intend to pursue a dance career.

Technical expertise and artistic expression are enhanced through reflective practice, study, and evaluation of their own work and that of others. Because dance involves abstract images, students can develop higher order thinking skills through perceiving, analyzing, and making discriminating judgments about dance. Education in dance, which has been an integral part of human history, is also important if students are to gain a broad cultural and historical perspective. Students examine the role and meaning of dance in diverse social, cultural, and historical contexts through a variety of dance forms. Experience with dance of many culture helps students to understand the cultural lives of others.

From the National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts

9-12 Music

The Secondary Music Education Program is a comprehensive, districtwide, nationally-recognized program consisting of over 275 professional music educators with an enrollment of over 45,000. Districtwide there are 3 High School Honor Orchestras, 2 High School Honor Choirs, 3 High School Honor Bands, and 2 High School Honor Jazz Ensembles. In addition, music festivals are held in each of these areas.

Also offered is the opportunity to participate in the Las Vegas Youth Orchestra Program, a year-long, 4-tiered Youth Symphony Program made available to String and Wind students after school.

The Secondary Fine Arts Department also

  • Staffs the Secondary Strings Program
  • Serves as the contact department to all Secondary Music Educators and Principals
  • Develops and revises appropriate course syllabi
  • Updates instrument bids
  • Revises equipment standards lists
  • Orders all high school band uniforms (new and replacement)
  • Facilitates seven (7) Fine Arts Task Forces

Partnership Programs include:

  • Fender
  • International House of Blues
  • Las Vegas Philharmonic
  • VH1
  • Yamaha

For additional information, you may contact us directly by calling 799-8531 or via email

9-12 Theater

Theatre, the imagined and enacted world of human beings, is one of the primary ways children learn about life, actions and consequences, customs and beliefs, others and themselves. They learn through their social pretend play and from hours of viewing television and film. In other words, children arrive at school with rudimentary skills as playwrights, actors, designers, directors, and audience members; theatre education should build on this solid foundation. With an emphasis on the national standards, the Clark County School District Theatre Program strives to provide students with exciting opportunities to develop their abilities to express their understanding of their immediate world and broaden their knowledge of other cultures.

9-12 Visual Arts

In grades 9-12, students extend their study of the visual arts. They continue to use a wide range of subject matter, symbols, meaningful images, and visual expressions. They grow more sophisticated in their employment of the visual arts to reflect their feelings and emotions and continue to expand their abilities to evaluate the merits of their efforts. Through the curriculum framework, students study in a way that promotes their maturing thinking, working, communicating, reasoning, and investigating skills. The courses also provide for the students' growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge and these skills, they gain in their ability to apply knowledge and skills to the visual arts to their widening personal worlds.

In grades 9-12, students also develop increasing abilities to pose insightful questions about contexts, processes, and criteria for evaluation. They use these questions to examine works in light of various analytical methods and to express sophisticated ideas about visual relationships using precise terminology. They can evaluate artistic character and aesthetic qualities in works of art, nature, and human-made environments. They can reflect on the nature of human involvement in art as a viewer, creator, and participant. Students also understand the relationships among art forms and between their own work and that of others. They are able to relate understanding about the historical and cultural contexts of art to situations in contemporary life. They have a broad and in-depth understanding of the meaning and import of the visual work in which they live.

From the National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts