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CONTENT STANDARD 1
1. Art
The Visual Arts in education
provides the learner with the ability to develop skills that are useful in
life as well as in other areas of academia. The Visual Arts can help to
enhance hand-eye coordination, refine motor skills (both fine and large),
depth perception, analysis, and communication. From the beginning of the
developmental stage, the learner will be exposed to concepts and skills that
they may or may not have realized they do as day to day activities. The
learner will also be able to see for him or herself with guidance, how the
other arts and the academics are interrelated, such as with math and design.
The learner will also develop skills for problem solving and be able to
apply them to the creation of a visual work of art of their own doing.
Performance Indicators
A. Media Techniques and
Process
1.A.1.1 Make designs with
fine details.
1.A.1.2 Mix primary colors
to create secondary colors.
1.A.1.3 Explore various
media.
B. Elements and
Principles of Art
1.B.1.1 Design and create
two dimensional shapes.
1.B.1.2 Design and create
three dimensional forms.
1.B.1.3 Discover use of
background and foreground space.
1.B.1.4 Communicate ideas
using elements of art.
C. Subject Matter,
Symbols and Ideas
1.C.1.1 Produce meaningful
art.
1.C.1.2 Create and
illustrate own story.
1.C.1.3 Create art using
symbols and imagination.
1.C.1.4 Recognize symbols
in the environment.
D.
Multi-culture-Cultural Art and Art History
1.D.1.1 Discuss different
mediums used by different cultures.
E. Reflection and
Assessment of Art
1.E.1.1 Discuss moods
reflected in own art and masters’ art work.
1.E.1.2 Discuss the value
of art.
F. Relevancy of Visual
Art
1.F.1.1 Identify art media
used in environment.
1.F.1.2 Use art in other
subjects.
1.F.1.3 Discuss the
relevancy of art in everyday life.
CONTENT STANDARD 2
2. Music
The Fine Art of Music has
become an integral part of our everyday lives, at work or at play. As a part
of our educational system, Music will allow the learner to develop skills
such as group learning, analysis, problem solving, and communication with
musical terminology.
The learner will also be
exposed to how music has made many changes in styles, and techniques. The
learner will also be able to distinguish how music has been an important
aspect of how we relate to and describe historical periods, and other
cultures. During all these experiences, the learner will also come to see
how it is that music had stayed the same at its foundations, and how it is
changing to meet the needs of a changing society. During the learning
process, the learner will be exposed to repetitive skills for reinforcement.
Since many of the skills are performance based, this repetition is vital to
the foundation as well as the advanced phase of learning.
A. Singing Alone and
With Others, a Varied Repertoire of Music
2.A.1.1 Sing rhythm
patterns using short and long beats, steady syncopated rhythms in 4/4
and 3/4
2.A.1.2 Sing simple songs
with others.
2.A.1.3 Sing a major scale
using solfege syllables, with echo intervals do-do, do-re-do, do-mi,
do-sol, sol-mi, do-mi-sol, sol-mi-do, do-fa, ti-do.
2.A.1.4 Sing in groups,
matching dynamic levels, and responding to the cues of a conductor.
B. Performing on
Instruments, Alone and With Others, a Varied Repertoire of Music
2.B.1.1 Perform on pitch,
in rhythm, with appropriate dynamics and timbre, and maintain a steady
tempo.
2.B.1.2 Perform easy
rhythmic and melodic patterns accurately and independently.
2.B.1.3 Perform
expressively a varied repertoire.
2.B.1.4 Echo short rhythms
and melodic patterns.
2.B.1.5 Create appropriate
rhythm patterns and ostinatos to accompany simple melodies.
C. Composing and
Arranging Music within Specified Guidelines
2.C.1.1 Choose songs or
melodies and discuss how they express simple feelings or ideas.
2.C.1.2 Create original
songs of melodies that are appropriate to express simple feelings or
ideas.
D. Improvising Melodies,
Variations, and Accompaniments
Not Applicable at this
time.
E. Reading and Notating
Music
Not Applicable at this time
F. Listening to,
Analyzing, and Describing Music
2.F.1.1 Identify examples
of music of various styles and cultures.
2.F.1.2 Demonstrate using
movements, verbal descriptions, drawings and or other methods the music
of various cultures.
2.F.1.3 Identify the sounds
of various instruments of bands and orchestras.
2.F.1.4 Identify children’s
voices and male and female adult voices.
G. Evaluating Music and
Music Performances
Not applicable at this
time.
H. Understanding Music
in Relationship Between Music, the Other Arts, and Disciplines Outside the
Arts
Not applicable at this
time.
I. Understanding the
Relationship Between Music, History, and Culture
2.I.1.1 Identify various
uses of music in daily experience and describe the characteristics that
make certain music suitable for each use.
2.I.1.2 Discuss and
demonstrate audience behavior appropriate for a concert.
2.I.1.3 Describe in simple
terms how dynamics and tempo are used in music in various cultures in
the world.
2.I.1.4 Demonstrate
audience behavior appropriate for the context and style of the music
performed.
CONTENT STANDARD 3
3. Dance
As a movement oriented art
form, dance provides a learning experience that incorporates historical as
well as technical development. Dance as an art form allows the student to
develop motor skills both fine and gross, critical thinking, creative
thinking, and methods of communication. Dance can also be a connection point
for historical and present day life experiences. As we have seen through
history, dance has been one of the many indicators of what lifestyles were
like during a particular period.
Performance Indicators
A. Identify and
Demonstrate Movement Elements and Skills in Performing Dance
3.A.1.1 Demonstrate
movements such as bend, twist, stretch, swing
3.A.1.2 Demonstrate eight
basic movements; walk, run, hop, jump, leap, gallop, slice and skip,
traveling forward, backward, side-ward, diagonally, and turning.
3.A.1.3 Demonstrate moving
to a musical beat and responding to changes in tempo.
3.A.1.4 Demonstrate
movements in straight and curved pathways.
B. Understanding
Choreographic Principles, Processes, and Structures
3.B.1.1 Improve, create and
perform dances based on own ideas and concepts from other sources.
3.B.1.2 Use improvisation
to discover and invent movement and to solve movement problems.
3.B.1.3 Create a dance
phrase, repeat it and then vary it with changes in time, space and
energy.
3.B.1.4 Demonstrate the
following partner skills; mirroring, leading and following.
3.B.1.5 Demonstrate the
ability to work effectively alone and with a partner.
C. Understanding Dance
as a Way to Create and Communicate Meaning
3.C.1.1 Take an active role
in class discussion about interpretations of and reactions to a dance.
3.C.1.2 Present own dances
to peers and discuss their meanings with competence and confidence.
D. Applying Critical and
Creative Thinking Skills in Dance
3.D1.1 Explore, discover,
and realize multiple solutions to a given movement problem; choose a
favorite solution and discuss the reason for the choice.
E. Understanding Dance
in Various Cultures and Historical Periods
3.E.1.1 Perform dances from
various cultures with competence and confidence.
3.E.1.2 Learn and
effectively share a dance from a resource in the community; discuss the
cultural context.
F. Understanding
Connections Between Dance and Healthful Living
3.F.1.1 Explain how healthy
practices such as nutrition, and safety enhances their ability to dance.
3.F.1.2 Identify three
personal goals to improve themselves as dancers.
G. Making Connections
Between Dance and Other Disciplines
Not Applicable at this time
CONTENT STANDARD 4
4. Theater
The student in theater will be
able to explore and develop skills in communication, public speaking as it
relates to Language Arts, research, planning and analysis. Involvement in
theater will also allow the student the opportunity to develop self
confidence as they take a active role within their culture and community,
and be able to relate these to theater as well as to other cultures and
communities. The learner in theater will be able to gain knowledge in the
technical as well as the practical applications of theatrics and
performance.
Performance Indicators
A. Script Writing by
Planning and Recording Improvisations Based on Personal Experience,
Heritage, Imagination, Literature, and History.
4.A.1.1 Collaborate to
select interrelated characters, environments, and situations for
classroom dramatizations.
B. Acting By Assuming
Roles and Interacting in Improvisations.
4.B.1.1 Use variations of
movement and vocal pitch, tempo, and tone for different characters.
C. Designing By
Visualization and Arranging Environments for Classroom Dramatization.
4.C.1.1 Visualize
environments and construct designs to communicate locale and mood using
visual elements and aural aspects using a variety of sound sources.
D. Directing by Planning
Classroom Dramatizations
Not Applicable at this time
E. Research by Finding
Information to Support Classroom Dramatizations
Not applicable at this time
F. Comparing and
Incorporating Art Forms by Analyzing Methods of Presentation and Audience
Response for Theater, Dramatic Media and other Art Forms
Not Applicable at this time
G. Analyzing,
Evaluating, and Constructing Meanings from Improvised and Scripted Scenes,
Theater, Film, Television and Electronic Media
Not Applicable at this time
H. Understanding Context
by Analyzing the Role of Theater, Film, Television, and Electronic Media
in the Community and Other Cultures
4.H.1.1 Identify and
compare similar characters and situations in stories and dramas from and
about various cultures; illustrate with classroom dramatizations and
discuss how theatre reflects life.
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