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INTRODUCTION
All students deserve access to the rich education and understanding that the
arts provide. The arts cultivate the whole child, building many kinds of
literacy, providing many modes of communication, engaging students in
problem-solving and collaboration, while providing rich and complex points
of view on the world and on the human experience.
Each of the arts is a discipline in itself, a vast body of subject matter -
an array of skills, knowledge, and techniques. Beyond their significance as
distinct disciplines, the arts are also important in helping students to
make connections and process learning.
It should also be noted that the learner may participate in the Fine Arts at
any stage of the learning process. This is to say that the learner may take
any of the disciplines be it at the tenth grade level or at the twelfth
grade level of their education.
GOALS Through the Fine Arts
Program, the department hopes to achieve the following:
Students should be able to
communicate at a basic level in four arts disciplines-dance, music, theater,
and the visual arts, including knowledge and skills in the use of the basic
vocabularies, materials, tools, techniques, and intellectual methods of each
discipline.
Students should be
able to communicate proficiently in at least one art form, including the
ability to define and solve artistic problems with insight, reason , and
technical proficiency.
Students
should be able to develop and present basic analyses of works of art from
structural, historical, and cultural perspectives, and form combinations of
those perspectives.
Students
should have an informed acquaintance with exemplary works of art from a
variety of cultures and historical periods, and basic understanding of
historical development in the arts discipline, across the arts as whole, and
within cultures.
Students should
be able to relate various types of arts knowledge and skills within and
across the arts discipline. This includes mixing and matching competencies
and understanding in art-making, history culture, and analysis in
arts-related project.
VISUAL ARTS
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 or may not have realized
they do as day to day activities. The learner will also be able to see for
themselves with guidance, how the other arts and the academics are
interrelated, such as with math design, The learner will also develop skills
for problem solving and be able to apply them to the creation of visual work
of art of their own doing.
Through the Visual Arts Curriculum, the department hopes to achieve the
following goals:
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The learner should be able to
demonstrate a variety of techniques and processes that are the foundation
of creative process.
The
learner should be able to demonstrate the mastery of the elements and
principles of art as it pertains to the actual production of the creative
outpouring of the learner. This includes repetitive practice for
advancement and refinement of skills.
The learner should be able to demonstrate orally, written, and through
actual works, how art can contain subject matter, symbolism, and be an
outlet for one's own ideas. The learner achieves a sense of communication
to the viewer.
The learner
should be able to orally and in written form, show how art can reflect a
culture and its historical changes.
The learner should be able to orally and written form, show comprehension
in the assessment of art and what it can also mean to the viewer.
The learner should be able to orally and in written form, show how the
visual arts have come to be of value to us in this present day of
technological advances.
Content Standards relating to
the Visual Arts Curriculum include:
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Media Technique and Process
Elements and Principles of Art
Subject Matter, Symbols and Ideas
Multi Culture-Cultural Art and Art History
Relevancy of Visual Art
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 through the use of 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.
Through the Music Curriculum, the department hopes to achieve the following
goals:
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The learner should be able to
demonstrate the ability to sing alone and with a larger group from a duet
to a larger choir of 100 plus voices. All this will done while at the same
time singing in different styles and singing music from different time
periods.
The learner should be
able to demonstrate the ability to play an instrument proficiently alone
and in large groups from a duet to a Major Symphony Orchestra. All this
will be done while at the same time performing music in different styles
and from different time periods.
The learner should be able to demonstrate in written form how a simple to
major composition is done using the set of rules provided from years of
musical analysis and research.
The learner should be able to demonstrate simple to complex
improvisational patterns, and techniques that are available to provide for
the flow of creativity in music.
The learner should be able to demonstrate in written and actual
application, the importance of the most basic of musical skills, reading
and writing musical symbols. The learner will also be able to demonstrate
the comprehension of such symbols.
The learner should be able to listen to and then begin to form an
analytical and descriptive comprehension of music based on various
criteria such as sound quality and instrumentation.
The learner should be able to form an evaluative judgment of music and
music performances whether it be a Rock-n-Roll concert or an Operatic Aria
from a Major Composer.
The
learner should be able to in orally and written form, demonstrate the
comprehension of how music relates to the other fine arts, and to outside
disciplines such as science and math.
The learner should be able to demonstrate orally and in written form the
relationship and importance of music in history and other cultures aside
from their own. This will lead to the discovery of historical connection
between the past and the present.
Content Standards relating to
the Music Curriculum include:
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Singing Alone and With
Others, a Varied Repertoire of Music
Performing on Instruments, Alone and With Others, a Varied Repertoire of
Music
Composing and Arranging
Music within Specified Guidelines
Improvising Melodies, Variations, and Accompaniments
Reading and Notating Music
Listen to, Analyzing, and Describing Music
Evaluating Music and Music Performances
Understanding Music in Relationship Between Music, the Other Arts, and
Disciplines Outside the Arts
Understanding the Relationship between Music, History, and Culture
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 time period.
Through the Dance Curriculum, the department hopes to achieve the following
goals:
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The learner should be able to
demonstrate basic to advance progression of movement skills and elements
used in dance styles.
The
learner should be able to demonstrate skills and knowledge for the
understanding of the choreographic design.
The learner should be able to demonstrate communication skills using dance
as the medium.
The learner
should be able to demonstrate critical and creative thinking skills to
apply and solve problems in dance.
The learner should be able to demonstrate through written and oral skills
the relationship between dance, culture, and history.
The learner should be able to demonstrate through written and oral skills
how dance and healthful living are connected.
The learner should be able to demonstrate through written and oral skills
how dance and other disciplines such as language arts or visual arts can
be interrelated.
Content Standards relating to
the Dance Curriculum include:
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Identify and Demonstrate
Movement Elements and Skills in Performing Dance
Understanding Choreographic Principles, Processes, and Structures
Understanding Dance as Way to Create and Communicate Meaning
Applying Critical and Creative Thinking Skills in Dance
Understanding Dance in Various Cultures and Historical Period
Understanding Connections Between Dance and Other Disciplines
THEATER
The student in theatre will be able to explore and develop skills in
communication, public speaking as it relates to Language Arts, research,
planning and analysis. Involvement in theatre 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 theatre as well
as to other cultures and communities. The learner in theatre will be able to
gain knowledge in technical as well as the practical applications of
theatrics and performance.
Through the Theater Curriculum, the department hopes to achieve the
following goals:
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The learner should be able to
script writing skills development based on personal and external
influences.
The learner should
be able to develop acting skills to gain insight, outside of their own
culture and community.
The
learner should be able to demonstrate the use of visualization to create
an environmental for dramatizations.
The learner should be able to demonstrate and develop leadership skills as
it relates to directing.
The
learner should be able to develop research skills needed to support
directing and acting skills development.
The learner should be able to analyze presentation techniques and how it
is related to audience response, and the role the audience plays in the
development of a dramatization.
The learner should be able to develop comprehension skills to be able to
derive meaning from all modes of dramatization.
The learner should be able to develop an understanding of how theatre and
all its styles are related to identifying other cultures and communities.
Content Standards relating to
the Theater Curriculum include:
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Script Writing by Planning
and Recording Improvisations Based on Personal Experience, Heritage,
Imagination, Literature, and History
Acting By Assuming Roles and Interacting in Improvisations
Designing By Visualization and Arranging Environments for Classroom
Dramatization
Directing by
Planning Classroom Dramatization
Research by Finding Information to Support Classroom Dramatization
Comparing and Incorporating Art Forms by Analyzing Methods of Presentation
and Audience Response for Theatre, Dramatic Media and other Art Forms
Analyzing, Evaluating, and Constructing Meanings from Improvised and
Scripted Sciences, Theatre, Film, Television and Electronic Media
Understanding Context by Analyzing the Role of Theatre, Film, Television,
and Electronic Media in the Community and Other Cultures
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