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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.5.1 Produce art using tints
and shades
1.A.5.2 Select and apply media,
techniques and processes
1.A.5.3 Intentionally explore
and expand use of media
B. Elements and Principles
of Art
1.B.5.1 Create art
incorporating elements and principle of art.
1.B.5.2 Intentionally use the
elements and principles of art to convey ideas.
C. Subject Matter, Symbols
and Ideas
1.C.5.1 Choose subject matter
to convey specific ideas in art.
1.C.5.2 Create art
demonstrating spatial concepts.
1.C.5.3 Explore themes.
1.C.5.4 Explore symbols and
symbolization.
D. Multi- Culture-Cultural
Art and Art History
1.D.5.1 Explore connections
between art in various eras and cultures.
1.D.5.2 Discuss art objects in
historical and cultural context.
E. Reflection and
Assessment of Art
1.E.5.1 Compare multiple
purposes for creating works of art.
1.E.5.2 Explore aesthetics.
F. Relevancy of Visual Art
1.F.5.1 Identify the
characteristics of two or more art forms with similar subject matter.
1.F.5.2 Demonstrate connections
between visual arts and other disciplines.
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.
Performance Indicators
A. Singing Alone and With
Others, a Varied Repertoire of Music
2.A.5.1 Sing from memory a
varied repertoire of songs representing genres and styles from diverse
cultures.
2.A.5.2 Sing partner songs and
simple rounds.
2.A.5.3 Sing a major scale
using solfege syllables, will echo intervals do-do, do-re, re-do, do-mi,
do-sol, sol-mi, do-mi-sol, sol-mi-do, do-fa, ti-do, do-mi-sol-do,
do-so-mi-do.
2.A.5.4 Sing in groups,
matching dynamic levels, and responding to the cues of a conductor.
2.A.5.5 Sing in groups,
blending vocal timbres, 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.5.1 Perform on pitch, in
rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
2.B.5.2 Perform easy rhythmic
and melodic patterns accurately and dependently using, rhythmic, melodic,
and harmonic classroom instruments.
2.B.5.3 Perform expressively a
varied repertoire of simple melodic patterns representing diverse genres and
styles.
2.B.5.4 Echo short rhythms and
melodic patterns.
2.B.5.5 Create appropriate
rhythm patterns and ostinatos to accompany simple melodies.
2.B.5.6 Perform independent
instrumental parts while other students sing or play contrasting parts.
2.B.5.7 Perform in groups,
matching dynamic levels, and responding to the cues of a conductor.
C. Composing and Arranging
Music within Specified Guidelines
2.C.5.1 Create original short
songs and instrumental pieces within specified guidelines
D. Improvising Melodies,
Variations, and Accompaniments
2.D.5.1 Improvise simple
rhythmic variations and simple melodic embellishments on familiar melodies.
2.D.5.2 Improvise short songs
and instrumental pieces, using a variety of sound sources, including
traditional sounds, nontraditional sounds available in the classroom, body
sounds, and sounds
E. Reading and Notating
Music
2.E.5.1 Identify symbols for
sharps and flats.
2.E.5.2 Identify symbols and
traditional terms referring to dynamics, tempo, and interpret them correctly
when performing.
F. Listening to,
Analyzing, and Describing Music
2.F.5.1 Use the terms adagio,
andante, allegro, largo, presto, forte, piano, mezzo forte, pianissimo,
crescendo, and decrescendo to explain tempo and dynamics in instrumental and
vocal music.
2.F.5.2 Identify music forms
AB, ABA, and ABAB for vocal and instrumental music.
2.F.5.3 Aural recognition, by
title and composer of a short repertoire of music significant to music
history and to the local culture.
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.5.1 Identify various uses
of music in daily experience and describe the characteristics that make
certain music suitable for each use.
2.I.5.2 Describe in simple
terms how dynamics and tempo are used in music in various cultures in the
world.
2.I.5.3 Demonstrate audience
behavior appropriate for the context and style of the music performed.
2.I.5.4 Identify and describe
roles of musicians in various music settings and cultures, such as the
concertmaster, a Jewish cantor, a band leader, church music director, a
soloist.
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.5.1 Demonstrate movements
such as bend, twist, stretch, swing.
3.A.5.2 Demonstrate eight basic
movements; walk, run, hop, jump, leap, gallop, slice and skip, traveling
forward, backward, side ward, diagonally, and turning.
3.A.5.3 Demonstrate moving to a
musical beat and responding to changes in tempo.
3.A.5.4 Demonstrate movements
in straight and curved pathways.
3.A.5.5 Create shapes at low,
middle, and high levels.
3.A.5.6 Attentively observe and
describe the action, ( skip, gallop ) and movement elements in a brief
movement study.
3.A.5.7 Demonstrate the ability
to define and maintain personal space.
3.A.5.8 Demonstrate kinesthetic
awareness, concentration, and focus in performing movement skills.
B. Understanding Choreographic
Principles, Processes, and Structures
3.B.5.1 Improve, create and
perform dances based on own ideas and concepts from other sources.
3.B.5.2 Use improvisation to
discover and invent movement and to solve movement problems.
3.B.5.3 Create a dance phrase,
repeat it and then vary it with changes in time, space and energy.
3.B.5.4 Demonstrate the
following partner skills; mirroring, leading and following.
3.B.5.5 Demonstrate the ability
to work effectively alone and with a partner.
3.B.5.6 Create a sequence with
a beginning, middle, and an end, both with and without rhythmic
accompaniment; identify each of these parts of the sequence.
C. Understanding Dance as
a Way to Create and Communicate Meaning
3.C.5.1 Take an active role in
class discussion about interpretations of and reactions to a dance.
3.C.5.2 Present own dances to
peers and discuss their meanings with competence and confidence.
3.C.5.3 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.5.1 Explore, discover, and
realize multiple solutions to a given movement problem; choose a favorite
solution and discuss the reason for the choice.
3.D.5.2 Observe two dances and
discuss how they are similar and different in terms of the elements of dance
by observing body shapes, levels, and pathways.
E. Understanding Dance in
Various Cultures and Historical Periods
3.E.5.1 Perform dances from
various cultures with competence and confidence.
3.E.5.2 Learn and effectively
share a dance from a resource in the community; discuss the cultural
context.
3.E.5.3 Accurately answer
questions about dance in a particular culture and time period.
F. Understanding
Connections Between Dance and Healthful Living
3.F.5.1 Explain how healthy
practices such as nutrition, and safety enhances their ability to dance.
3.F.5.2 Identify three personal
goals to improve themselves as dancers.
G. Making Connections
Between Dance and Other Disciplines
3.G.5.1 Respond to a dance
using another art form; explain the connections between the dance stating
how paintings reflect the dances seen.
3.G.5.2 Create a dance project
that reveals understanding of a concept or idea from another discipline;
patterns in dance and science.
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.5.1 Improvise dialogues to
tell stories, and formalize improvisations by writing or recording dialogue.
B. Acting By Assuming
Roles and Interacting in Improvisations.
4.B.5.1 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.5.1 Collaborate 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 Dramatization
4.D.5.1 Collaboratively prepare
an improvisation and demonstrate various ways of staging classroom
dramatizations.
E. Research by Finding
Information to Support Classroom Dramatizations
4.E.5.1 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.5.1 Compare how ideas and
emotions are expressed in theater, dramatic media, dance, music, and visual
arts.
4.F.5.2 Select movements,
music, or visual elements to enhance the mood of a classroom dramatization.
G. Analyzing, Evaluating,
and Constructing Meanings from Improvised and Scripted Scenes, Theater,
Film, Television and Electronic Media.
4.G.5.1 Articulate emotional
responses to and explain personal references about the whole as well as the
parts of dramatic performances.
4.G.5.2 Analyze classroom
dramatizations and using appropriate terminology, constructively suggest
alternative ideas for dramatizing roles, arranging environments, and
developing situations along with means of improving the collaborative
processes of planning, playing, responding and evaluating.
H. Understanding Context
by Analyzing the Role of Theatre, Film, Television, and Electronic Media in
the Community and Other Cultures.
4.H.5.1 Identify and compare
the various settings and reasons for creating dramas and attending theater,
film, television, and electronic media production.
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