Standard 1: Visual and Performing Arts

 

 

STANDARD 1.1 (AESTHETICS) ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.

 

Descriptive Statement:  The arts strengthen our appreciation of the world, as well as our ability to be creative and inventive decision-makers.  The acquisition of knowledge and skills that contribute to aesthetic awareness of dance, music, theater, and visual art enhances these abilities.  Through experience in the arts, students develop the capacity to perceive and respond imaginatively to works of art.  These experiences result in knowledge of forms of artistic expression and in the ability to draw personal meaning from works of art.   

Key skills necessary to an understanding of aesthetics include the abilities to identify arts elements within a work to articulate informed emotional responses to works of art, to engage in cultural reflection, and to communicate through the use of metaphor and critical evaluation.  Aesthetics involves the following key understandings: appreciation and interpretation; stimulating imagination; the value and significance of the arts; art as object; the creation of art; developing a process of valuing; and acquaintance with aesthetic philosophies.

Cumulative Progress Indicators

 

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

 

A.   Knowledge

1.     Examine works of art that have a utilitarian purpose (Functionalism).

2.     Analyze works of art that place emphasis on structural arrangement (Formalism).

3.     Describe how an element of an art form contributes to the aesthetic value of a particular work.

4.     Describe the compositional design in selected works of art or performance.

 

B.   Skills

1.     Explain the aesthetic qualities of specified art works in oral and written responses.

2.     Incorporate personal life experiences into an aesthetic response about an artwork.

3.     Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks.

4.     Communicate ideas about the social and personal value of art.

 

 

 

 

 

STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.

 

Descriptive Statement: Through developing products and performances in the arts, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and technologies apply to the successful completion of the tasks.  The development of sensory acuity (perceptual skills) enables students to perceive and acknowledge various viewpoints.  Appropriate physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting, dance movement, and fingering of musical instruments.

 

Active participation in the arts is essential to deep understanding of the imaginative and creative processes of the arts as they relate to the self and others.  Involvement in the presentational aspects of art and art making also leads to awareness and understanding of arts-related careers.

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

 

A.   Dance

1.    Perform planned and improvised sequences demonstrating aspects of time, space/shape, and energy accurately transferring a rhythmic pattern from the auditory to the kinesthetic.

2.     Choreograph and perform dances that communicate meaning on a variety of themes, demonstrating the ability to work in small groups in the choreographic process.

3.     Develop dance technique that uses strength, flexibility, balance, and coordination appropriate to age and physical development.

4.     Accurately identify and demonstrate basic sequences of movement from at least two different styles or traditions, demonstrating awareness of movement principles in dance (e.g., alignment, balance, initiation of movement, directing of focus).

5.     Investigate arts related careers.

 

B.   Music

1.    Read music from progressively complex notation, including mixed meters, compound meters, and the grand staff.

2.     Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and timbre of the developing voice.

3.     Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and rondo form independently and in groups.

4.     Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies.

5.     Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition.

6.     Investigate arts related careers.

 

C.   Theater

1.     Discuss and demonstrate the connection between body, movement, and voice in theatrical expression.

2.     Create characterizations in context through manipulation of vocal and physical qualities and circumstances.

3.     Collaboratively plan and execute group scenes stemming from improvisation.

4.     Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director, designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations.

5.    Differentiate among vocal rate, pitch, and volume as they affect articulation, meaning and character.

6.     Investigate arts related careers.

 

D.   Visual Art

1.    Individually or collaboratively create two and three-dimensional works of art employing the elements and principles of art.

2.    Distinguish drawing, painting, ceramics, sculpture, printmaking, textiles and computer imaging by physical properties.

3.     Recognize and use various media and materials to create different works of art.

4.    Employ appropriate vocabulary for such categories as realistic, abstract, nonobjective, and conceptual.

5.     Investigate arts related careers.

 

 

 

 

STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART.

 

Descriptive Statement:  In order to understand the visual and performing arts, students must discover the elements and principles both unique and common to dance, music, theater, and the visual arts.  The elements, such as color, line, shape, form and rhythm, time, space and energy, are the basis for the creation of works of art.  An understanding of these elements and practice of the principles ensure the strengthening of interdisciplinary relationships with all content area curricula and their applications in daily life.   

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

 

A.   Dance

1.    Analyze both formal and expressive aspects of time, shape, space and energy, in various dance works.

2.   Analyze the principles of choreography applied in a master dance work.

3.    Differentiate among the various artistic and non-artistic contributions involved in dance production.

4.   Analyze the interrelationship between dance movement and the movements of everyday life and effectively demonstrate the difference between pantomiming and abstracting a gesture.

5.    Interpret compositional use of dance elements for expressive purposes.

 

B.   Music

1.    Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems.

2.    Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and harmonic progressions.

 

C.   Theater

1.    Examine the range of roles and characterizations possible in theatrical production and performance.

2.    Examine the relationship between physicality and character development.

3.    Identify various tactics employed by actors to create believable, motivated action.

 

D.   Visual Art

1.    Describe the emotional significance conveyed in the application of the elements.

2.    Describe a work of art that clearly illustrates a principle of design.

 

 

 

STANDARD 1.4     (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.

 

Descriptive Statement:  Through the informed criticism of works of art, students will develop a process by which they will observe, describe, analyze, interpret and evaluate artistic expression and quality in both their own artistic creation and in the work of others.  Through this critical process, students will arrive at informed judgments of the relative artistic and aesthetic merits of the work examined.

 

        Cumulative Progress Indicators

 

        Building upon knowledge and skills gained in preceding grades by the end of Grade 6, students will:

           

A.   Knowledge

1.     Classify elements of unity or repetition in a work of art.

2.     Apply domain specific arts terminology to express statements of both fact and opinion regarding works of art.

3.     Describe the technical proficiency of the artist’s work, orally and in writing.

 

B.   Skills

1.    Critique performances and exhibitions based on the application of the elements of the art form.

2.    Identify and differentiate among basic formal structures within artworks.

3.    Consider the impact of traditions in the critique of works of art.

 

 

STANDARD 1.5   (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.

 

Descriptive Statement:  In order to become culturally literate, students need to understand the historical, societal, and multicultural aspects and implications of dance, music, theater, and visual art.   This includes understanding how the arts and cultures continue to influence each other.

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

 

A. Knowledge

1.    Reflect on a variety of works of art representing important ideas, issues, and events in a society.

2.    Recognize that a chronology exists in all art forms.

 

B.   Skills

1.    Compare and contrast the contributions of significant artists from an historical period.

2.    Hypothesize how the arts have impacted world culture.