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.

 

 

 

Link to Standard 1.2 Grade 3-4

 

Link to Standard 1.2 Grade 7-8

 

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