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 4, students will:

 

A.   Dance

1.     Perform planned and improvised dance sequences with and without musical accompaniment, demonstrating aspects of time, space/shape, and energy with the intent to communicate meaning.

2.     Present planned and improvised dance sequences on a variety of themes using curved and straight pathways and levels in space and discuss their meanings.

3.     Demonstrate kinesthetic awareness and basic anatomical principles of concentration and focus in performing dance movement.

4.     Utilize arts media and technology in the creation and/or performance of short phrases and compositions.

5.     Create and perform the eight locomotor movements of walking, running, hopping, jumping, leaping, galloping, sliding, and skipping in a dance context.

6.     Define and maintain personal space.

 

B.   Music

1.     Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo.

2.     Recognize and vocalize the tonal triad (do, mi, sol) after being given the “home tone.”

3.     Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, while blending both unison and/or harmonic parts and vocal and/or instrumental timbres, matching dynamic levels and responding to cues of a conductor.

4.     Modify elements of music within a piece to create different expressive ideas.

 

C.   Theater

1.     Demonstrate clarity of intent, character, and logical story sequence through classroom dramatizations.

2.    Use movement as a medium for storytelling and as a means of projecting creative decisions regarding character.

3.     Assume the roles of theater participants (e.g., director, actor, playwright, designer), and collaborate to enact classroom dramatizations using available materials that suggest scenery, properties, sound, costumes, and makeup.

4.     Project an understanding of the intent of dialogue by performing from a script.

 

D.   Visual Art

1.     Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement to a work of art.

2.     Explore the use of paint, clay, charcoal, pastels, colored pencils, markers, printing inks and select appropriate tools in the production of works of art.

3.     Generate works of art based on selected themes.

4.     Investigate careers in the world of visual arts.

 

 

Link to Standard 1.2 Grade K-2

 

Link to Standard 1.2 Grade 5-6

 

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