Standards
Students make connections between/among the arts and disciplines outside the arts by…
Generate resourceStudents show understanding of how the arts shape and reflect various cultures and times by…
Generate resourceStudents approach artistic problem solving with an open mind and creative thinking by…
Generate resourceDeveloping a dance phrase, accurately repeating it, and then varying it (i.e., making changes in the time, space/energy ).
Generate resourceUsing elements of 2D and 3D design (e.g., 2D—mixing warm and cool colors; showing space through overlap, foreground, middle ground, and background; 3D— demonstrating form in papier mache, clay, fiber arts).
Generate resourceMoving, drawing, describing, and singing/playing instruments in response to contrasting musical stimuli (e.g., pitch, rhythm, tempo, dynamics, form).
Generate resourceGenerating and trying out a variety of strategies/techniques to address challenges (e.g., How do I show depth? How can I make my composition longer? Maybe I'll try…).
Generate resourceMaking affirming statements with specific evidence (e.g., I really believed you as Ann Story.).
Generate resourceIdentifying and demonstrating dance movements (e.g., grapevine, soft knees, plie, releve, triplet, ball change, first and second positions, folk dance).
Generate resourceSinging alone and with others, using developmentally appropriate repertoire, on pitch, in rhythm, maintaining a steady beat, singing simple two part literature (e.g., ostinato, canons, partner songs).
Generate resourceComposing and arranging with a variety of sound sources (e.g., traditional instruments, electronic sounds, body percussion and voice).
Generate resourceIdentifying or demonstrating dance concepts of space, energy, gesture, time.
Generate resourceDemonstrating the non-locomotor skills of bending, stretching, twisting, swinging, turning , pushing, pulling, swaying, lifting, falling.
Generate resourceDemonstrating willingness to take part in the activity and see it to completion.
Generate resourceRelating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience).
Generate resourceRecognizing and comparing motivations and purposes for making art in different times and places (e.g., cultural traditional, personal satisfaction, communication of belief).
Generate resourcePlaying instruments, alone and with others, using developmentally appropriate literature and instruments, on pitch, in rhythm, maintaining a steady beat, using pitched and nonpitched instruments (e.g., recorders, Orff instruments).
Generate resourceDance: gradual/sudden, pathways (straight, curved, zigzagged, spiral)<br /> Music: pitch, rhythm, tempo, dynamics, form<br /> Theater: stage left/stage right, upstage/downstage, costume, prop, voice projection, audience, the play<br /> Visual Arts: warm and cool colors; geometric and organic shapes; still life; 2D and 3D; foreground, middle ground, background; overlap
Generate resourceAsking questions of the artist (e.g., What time period are you trying to represent with your costume?).
Generate resourceImprovising "answers," simple rhythmic accompaniments, ostinato, short instrumental pieces and songs.
Generate resourceIdentifying and utilizing elements and principles of design (e.g., space, warm and cool colors, organic and geometric shapes).
Generate resourceMoving and reproducing a two part sequence of nonlocomotor and nonlocomotor movements to the beat, changing speed of movement as the tempo increases or decreases.
Generate resourceDemonstrating techniques and processes in 2D work (e.g., drawing, painting, collage).
Generate resourceIdentifying the roles of the arts and artists in the community and every day environment.
Generate resourceIdentifying and using different media, genre, and techniques and understanding the vocabulary appropriate to them (e.g., watercolor, resist, papier mache, weaving, still life, abstraction, symmetry, expression and exaggeration, etc.).
Generate resourceAsking questions about your own work (e.g., How does my costume design show the time period?).
Generate resourceDemonstrating an understanding of how the arts contribute to a healthy lifestyle (e.g., safe use of tools and materials, use of leisure time).
Generate resourceDemonstrating an understanding of how the arts have a relationship to time and place (e.g., Egyptian hieroglyphs, folk dance, spiritual slave music).
Generate resourceDemonstrating locomotor patterns of walking, running, hopping, jumping, galloping, sliding, skipping, leaping and alternating leading foot while traveling forward, backward, sideward, diagonally, and turning in straight and curved pathways.
Generate resourceReading and notating familiar and unfamiliar patterns (e.g., simple pitch notation in the treble clef, dotted quarter, dotted half notes and corresponding rests, 4/4, 3/4, 6/8).
Generate resourceDemonstrating ability to repeat sequence of 3-4 movements over time (e.g., simple folk dance).
Generate resourceExperimenting with media and materials to convey feelings or ideas (e.g., finger painting to show anger, motion, or feeling of being underwater).
Generate resourceCommunicating ideas, concepts, feelings from other disciplines (e.g., creating a song to illustrate a particular time; portrait of historical figure).
Generate resourceRecognizing and demonstrating qualities/dynamics/levels of movement (e.g., fast/slow, hard/soft, heavy/light, sharp/smooth, high/mid/low).
Generate resourceSolving increasingly complex movement challenges involving several movement concepts.
Generate resourceExplaining qualities (elements, principles of design, expression) that may evoke emotion and meaning.
Generate resourceIdentifying how the arts have a relationship to family and/or community events and celebrations.
Generate resourcePerforming independent instrumental parts while other students sing or play contrasting parts.
Generate resourceUsing improvisation to discover and invent movement and solve movement problems.
Generate resource