Curriculum Pacing Guide s2

Harlan County Schools Curriculum Guide Arts and Humanities Grade 6

Time Core Content and Implied Skills Essential Questions Assessments Activities and Resources Frame (Unpack the standards) How would our world Unit One AH-06-3.1.1 be different if there 1 Open Response Students record terms and definitions in Arts and Students will compare or explain how music were no music? Question Humanities Journals. Purposes fulfills a variety of purposes. of the Arts DOK 2 Do all human beings Multiple Choice Students listen to examples of music, read works of have a natural desire drama, and view dance and visual arts created for Two Weeks Purposes of music: (different roles of for music? a variety of purposes. music) Purposes Ceremonial - music created or performed How does music make Students Choose a purpose in each of the art forms of the Arts for rituals or celebrations (e.g., patriotic your life better? and created a work of art to express that purpose. music, music for worship) Purposes of Recreational - music for entertainment How is music the Students choose a work of art from each domain the Arts is (e.g., music for play such as game songs, universal language? (music, dance, drama, visual arts) from today’s weighted at music for dances and social events, music culture and identify its purpose. 10% of the for physical activities, music as a hobby) How does music help 8th grade Artistic Expression - music created with us create a memory? test the intent to express or communicate according to one’s emotions, feelings, ideas, How is music a Test Bluprint experience (e.g., music created and storyteller? performed in a concert setting for an audience) Does is the idea of beauty reflected in AH-06-3.2.1 music? Students will compare or explain how dance fulfills a variety of purposes. In what ways have technological changes DOK 2 influenced artistic expression? Purposes of dance: (different roles of dance) Under what Ceremonial - dances created or performed circumstances, if any, for rituals or celebrations (e.g., dances of would it be Native Americans and West Africans to appropriate to censor celebrate life events such as harvest, artistic expression? ritual dances associated with worship) Recreational - dancing for entertainment, Which is more lasting, to support recreational activities (e.g., aesthetics or function? ballroom, line dancing, aerobic dance, Spiral dance as a hobby) How has dance Purposes of Artistic expression - dance created with evolved through time? Art Content the intent to express or communicate into all emotion, feelings, ideas (e.g., ballet, tap How can dance pass Subsequent dance, modern dance, dance created and on tradition and lessons performed in a concert and/or theatrical culture? where setting for an audience) appropriate How is dance a Purposes of Drama/Theatre: (different roles language? of drama) Sharing the human experience - to How and what can we express or communicate emotion, communicate through feelings, ideas, information through dance? dramatic works (e.g., social change, express or communicate universal What impact does themes, to interpret and recreate culture and society information, ideas and emotions) have on the role of Passing on tradition and culture - to dance in that culture express or communicate feelings, or society? ideas, information (e.g., narrative, storytelling, folktales, religious ritual What role has drama and ceremony) played in human Recreational - drama as recreation and history? for recreational events (e.g., for entertainment, diversion, festivals) Why have people from Artistic expression - drama created with the the earliest of times intent to express or communicate emotion, until now created feelings, ideas, information (e.g., dramatic drama? works created and performed in a theatrical setting for an audience) How does drama across time and place help people share the AH-06-3.4.1 human experience? Students will compare or explain how art fulfills a variety of purposes. How does drama help DOK 2 pass on tradition and culture? Purposes of Art: (different roles of art) Ceremonial - ritual, celebration, What role does the artworks created to support worship audience play in a ceremonies drama fulfilling its Artistic expression - artwork to express purpose? or communicate emotions, ideas, feelings (e.g., for self-expression, to What did Shakespeare decorate or beautify objects) mean when he said Narrative - artworks that tell stories, that the purpose of describe and illustrate experiences, or theatre is, “To hold communicate ideas or information, art the mirror up to to document important or historical Nature”? events Functional - artistic objects used in In what ways do everyday life artists express what Persuasive - artworks that promote ideas, they think and feel? philosophies, or products (e.g., advertising, marketing, propaganda, Who determines the ideology, etc.) meaning of art?

How can a picture be worth a thousand words?

What role has Visual Arts played in human history?

Why do human beings create works of art?

How does Visual Art help people across time and place share the human experience?

How do the Visual Arts pass on the traditions and cultures of a particular group of people or a period of time? Unit Two AH-06-1.4.1 What can the artist do 2 Open Response Art Prints Students will compare or evaluate works that non-artist cannot? Questions Structures of art using elements of art and principles in Visual of design. How do artists choose Multiple Choice Arts tools, techniques, and DOK 3 materials to express Projects Two Weeks their ideas? Elements of art: Critique Line, Shape, Color properties (hue, What does the design Structures in value, intensity) and color of the art say about its the Arts is schemes/groups (monochromatic), creator? weighted at Form, Texture, Space 45% of the (positive/negative, perspective (e.g., 1 How do you know 8th grade point linear perspective), value when the creative test (darkness or lightness, tints or shades) process is complete? according to the Test Principles of design: How can we “read” Blueprint Repetition, Pattern, Balance and understand a (symmetrical/asymmetrical), Emphasis work of art? (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, In what ways does the Movement medium influence the message? AH-06-1.4.2 Students will compare or evaluate a How are the elements variety of art media and art processes. of art and the principles of design DOK 3 infinite?

Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks) Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel Three-dimensional - clay, papier-mâché, found objects (assemblages)

Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting)

Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non- objective) Unit Three AH-06-1.1.1 How are the elements 2 Open Response Students will compare or evaluate the use of music infinite? Questions Structures of elements in a variety of music. in Music How can each musical Multiple Choice DOK 3 composition that is Two Weeks created be unique Guided Listening Elements of music: when all use the same Rhythm - syncopation, time signature elements? Projects (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth What role does silence Presentations notes and rests, dotted half note and play in the creation of dotted quarter note) musical sound? Critiques Tempo - Allegro, Moderato, Largo, Presto Melody - melodic phrase, treble and bass How does an clef signs, pitch notation: letter names on understanding of the grand staff, natural sign, sharp sign, flat elements of music sign increase the listener’s Harmony - triads (chords) understanding and Form - AB, ABA, call and response appreciation of the Timbre (tone color) - distinctive sounds of music? instruments, instrument families and voice parts (soprano, alto, tenor, bass) By what standards Dynamics - crescendo, decrescendo, should a musical dynamic markings/symbols: pp, p, mp, composition be mf, f, ff, <, > determined a masterpiece? Who AH-06-1.1.2 decides? Students will identify instruments according to classifications. Family - brass, woodwind, string, percussion Voices - soprano, alto, tenor, bass Folk - instruments used in folk music Orchestral - instruments used in contemporary orchestral settings

AH-06-1.1.3 Students will identify or compare various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). Unit Four AH-06-1.2.1 How does an 2 Open Response Students will compare or evaluate the use understanding of the Questions Structures of elements in a variety of dances. elements of dance C:\Documents and in Dance increase the audience Multiple Choice Settings\jlee\My Documents\Dance Poster 8th.doc DOK 3 understanding and Two Weeks Elements of dance: appreciation of the Project Space - direction (forward, dance? backward, right, left, up, down, Presentation diagonal), pathway (straight, By what standards curved), levels (high, middle, low), should a dance be Critique shape (individual or group) determined a Focus - audience (where viewer’s masterpiece? Who eye is drawn), dancer (single focus decides? -looking in the direction of movement, multi focus – changing How does a head/eye focus during choreographer decide movements) what movement best Size - use of big/small size in a communicates a given space, or range of motion certain idea or Time (Tempo) - accent, rhythmic emotion? pattern, duration Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing

Choreographic Forms -AB, ABA, call and response, narrative

AH-06-1.2.2 Students will compare and contrast dances by: comparing theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.

Unit Five AH-06-1.3.1 How do elements of 2 Open Response drama help increase Questions Students will compare or evaluate the use Structures understanding of the of elements of drama in dramatic works. in Drama dramatic work? Multiple Choice DOK 3 Two Weeks Is verbal or non-verbal Project communication the Elements of drama: more powerful Presentation Literary elements – Script, Plot communicator? structures (exposition, rising action, Critique climax or turning point, falling action, How do the technical resolution), Suspense, Theme, Setting, and performance Language (word choice/style used to create character, dialect, point of view), elements of drama Monologue, Dialogue, Empathy help us “read between Technical elements - the lines”? Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design How does an Performance elements - understanding of the Acting (e.g. character motivation and elements of drama analysis), increase the audience Speaking (e.g., breath control, projection, understanding and vocal expression, diction), Nonverbal appreciation of the expression (e.g., gestures, body drama? alignment, facial expression, character blocking and movement, stage By what standards directions - stage left, stage right, center should a dramatic stage, upstage, downstage) work be determined a masterpiece? Who AH-06-1.3.2 decides? Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.

AH-06-1.3.3 Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.

AH-06-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium). REVIEW REVIEW all art purposes and structures REVIEW Jeopardy, Bingo, Power Point Presentations, etc One Week

Unit Six AH-06-2.1.1 Open Response Students will analyze or explain how diverse cultures and time periods are Multiple Choice C:\Documents and Asian Arts reflected in music. Settings\jlee\My Documents\Asian Lesson Plan.doc DOK 3 Project Characteristics of Asian Music Lesson Plan Four Asian – Weeks Isolation of culture or region results in a Presentation unique musical tradition(e.g., unique and distinctive sounds of traditional Asian Critique C:\Documents and music and instruments, e.g., Japanese Settings\jlee\My Documents\Asian Music.doc koto, Indian sitar) Asian Music Poster

AH-06-2.2.1 Students will analyze or explain how diverse cultures and time periods are C:\Documents and reflected in dance. Settings\jlee\My Documents\Asian Temple Architecture Timeline.doc DOK 3 Asian Temple Architecture

Asian – Asian Cultural Suitcase and Activities Isolation of culture or region results in a available from district Office unique dance tradition (e.g., classical dance forms from India - bharata natyam, KET Arts Toolkits appropriate activities and kathak) lessons

AH-06-2.3.1 Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. DOK 3 Cultures: Bunraku (also called Banraku) - Japanese puppet theatre (Historical development and characteristics - developed as an art by late 1600s, characteristics of music, storytelling and sophisticated puppeteering)

AH-06-2.4.1 Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. DOK 3

Asian – China (the evolution of ceramics)

Unit Seven AH-06-2.1.1 Open Response KET Arts Toolkits appropriate activities and Students will analyze or explain how Lesson Plans. diverse cultures and time periods are Multiple Choice Latin reflected in music. American DOK 3 Project Arts C:\Documents and Latin American – Presentation Settings\jlee\My Documents\Latin American Dance.doc Four Blending of cultural traditions can Latin American Dance-Teacher Background Weeks Critique create new traditions reflecting Information Sheet multiple cultures Latin American characteristics reflected in music of United States (e.g., clave rhythm, the popularity of Latin musical styles, such as samba, salsa, cha-cha, etc.,) in the U.S. Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical instruments)

AH-06-2.2.1 Students will analyze or explain how diverse cultures and time periods are reflected in dance. DOK 3 Latin American – Blending of cultural traditions can create new traditions Latin American dance characteristics reflected in American dance (e.g., clave rhythm, samba, salsa, cha-cha, Tango)

AH-06-2.4.1 Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. DOK 3 Latin American – mural art (e.g., Diego Rivera and his influence on other mural artists)

REVIEW CUMULATIVE REVIEW