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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.3.1 Identify the differences between materials, techniques and
process.
1.A.3.2 Explore how different materials, techniques, and processes
cause different responses.
1.A.3.3 Make a color spectrum.
B. Elements and Principles of Art
1.B.3.1 Demonstrate understanding of background and foreground
1.B.3.2 Use visual structures of two and three dimensional art to
communicate ideas.
1.B.3.3 Discover how different expressive features cause various response.
C. Subject Matter, Symbols and Ideas
1.C.3.1Explore subject matter, images, and ideas to communicate meaning.
1.C.3.2 Make decisions regarding content of art.
D. Multi-culture-Cultural Art and Art History
1.D.3.1 Recognize art from particular cultures, times and places.
1.D.3.2 Explore how history, culture, and the visual arts influence each
other.
E. Reflection and Assessment of Art
1.E.3.1 Explore the various purposes for creating art.
1.E.3.2 Describe how experiences influence art.
F. Relevancy of Visual Art
1.F.3.1 Explore differences between visual and other fine arts.
1.F.3.2 Explore connections between the visual arts and other disciplines
in the curriculum.
1.F.3.3 Explore relationship between the visual arts and the environment.
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.3.1 Sing rhythm patterns using short and long beats, steady syncopated
rhythms in 4/4 and 3/4
2.A.3.2 Sing simple songs with others.
2.A.3.3 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.3.4 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.3.1 Perform on pitch, in rhythm, with appropriate dynamics and
timbre, and maintain a steady tempo.
2.B.3.2 Perform easy rhythmic and melodic patterns accurately and
independently.
2.B.3.3 Perform expressively a varied repertoire.
2.B.3.4 Echo short rhythms and melodic patterns.
2.B.3.5 Create appropriate rhythm patterns and ostinatos to accompany
simple melodies.
C. Composing and Arranging Music within Specified Guidelines
2.C.3.1 Choose songs or melodies and discuss how they express simple feelings
or ideas.
2.C.3.2 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
2.E.3.1 Use correct letters to name the lines and spaces of the treble clef.
2.E.3.2 Use correct letters to read simple pitch notation in the treble
clef, in the keys of C Major, F Major, and G Major.
2.E.3.3 Identify symbols for sharps and flats.
F. Listening to, Analyzing, and Describing Music
2.F.3.1 Identify examples of music of various styles and cultures.
2.F.3.2 Demonstrate using movements, verbal descriptions, drawings
and or other methods the music of various cultures.
2.F.3.3 Identify the sounds of various instruments of bands and
orchestras.
2.F.3.4 Identify children’s voices and male and female adult voices.
2.F.3.5 Identify and name the title and composer of a short piece of
music that is significant to music history and local culture.
2.F.3.6 Use the terms adagio, andante, allegro, forte, mezzo forte,
pianissimo and piano to explain tempo and dynamics in
instrumental and vocal music.
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.3.1 Identify various uses of music in daily experience and describe the
characteristics that make certain music suitable for each use.
2.I.3.2 Discuss and demonstrate audience behavior appropriate for a concert.
2.I.3.3 Describe in simple terms how dynamics and tempo are used in music in
various cultures in the world.
2.I.3.4 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.
A. Identify and Demonstrate Movement Elements and Skills in Performing
Dance
3.A.3.1 Demonstrate movements such as bend, twist, stretch, swing
3.A.3.2 Demonstrate eight basic movements; walk, run, hop, jump, leap,
gallop, slice and skip, traveling forward, backward, side-ward,
diagonally, and turning.
3.A.3.3 Demonstrate moving to a musical beat and responding to
changes in tempo.
3.A.3.4 Demonstrate movements in straight and curved pathways.
3.A.3.5 Create shapes at low, middle, and high levels.
3.A.3.6 Attentively observe and describe the action, ( skip, gallop ) and
movement elements in a brief movement study.
B. Understanding Choreographic Principles, Processes, and Structures
3.B.3.1 Improve, create and perform dances based on own ideas and concepts
from other sources.
3.B.3.2 Use improvisation to discover and invent movement and to solve
movement problems.
3.B.3.3 Create a dance phrase, repeat it and then vary it with changes in
time, space and energy.
3.B.3.4 Demonstrate the following partner skills; mirroring, leading and
following.
3.B.3.5 Demonstrate the ability to work effectively alone and with a
partner.
C. Understanding Dance as a Way to Create and Communicate Meaning
3.C.3.1 Take an active role in class discussion about interpretations of and
reactions to a dance.
3.C.3.2 Present own dances to peers and discuss their meanings with
competence and confidence.
3.C.3.3 Observe and discuss how dance is different from other forms of human
movement such as sports or everyday gestures.
D. Applying Critical and Creative Thinking Skills in Dance
3.D.3.1 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.3.1 Perform dances from various cultures with competence and confidence.
3.E.3.2 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.3.1 Explain how healthy practices such as nutrition, and safety enhances
their ability to dance.
3.F.3.2 Identify three personal goals to improve themselves as dancers.
G. Making Connections Between Dance and Other Disciplines
3.G.3.1 Respond to a dance using another art form; explain the connections
between the dance stating how paintings reflect the dances seen.
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.3.1 Collaborate to select interrelated characters, environments, and
situations for classroom dramatizations.
4.A.3.1 Improvise dialogues to tell stories, and formalize improvisations
by writing or recording dialogue.
B. Acting By Assuming Roles and Interacting in Improvisations.
4.B.3.1 Assume roles that exhibit concentration and contribute to the action
of classroom dramatizations based on personal experience, heritage,
imagination, literature, and history.
C. Designing By Visualization and Arranging Environments for Classroom
Dramatization.
4.C.3.1Collaborate to establish playing spaces for classroom dramatizations,
to select and safely organize available materials that suggest scenery,
properties, lighting, sound, costumes, and makeup.
D. Directing by Planning Classroom Dramatizations
4.D.3.1 Collaboratively prepare an improvisation and demonstrate various ways
of staging classroom dramatizations.
E. Research by Finding Information to Support Classroom Dramatizations
4.E.3.1 Communicate information to peers about people, events, time, and
place, related to classroom dramatizations.
F. Comparing and Incorporating Art Forms by Analyzing Methods of
Presentation and Audience Response for Theater, Dramatic Media and other Art
Forms
4.F.3.1 Compare how ideas and emotions are expressed in theater, dramatic
media, dance, music, and visual arts.
G. Analyzing, Evaluating, and Constructing Meanings from Improvised and
Scripted Scenes, Theater, Film, Television and Electronic Media
4.G.3.1 Articulate emotional responses to and explain personal preferences
about the whole as well as the parts of dramatic performances.
H. Understanding Context by Analyzing the Role of Theater, Film, Television,
and Electronic Media in the Community and Other Cultures
Not Applicable at this time
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