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Dance, Music, Theatre, Visual Arts ...Dance, Music, Theatre, Visual Arts... High quality education in the arts ••• • • • A handbook for parents ••• • • • • ••• • • • • • • Contents Introduction ................................................................................................. 1 Kindergarten................................................................................................. 4 Grade 1 ......................................................................................................... 6 Grade 2 ......................................................................................................... 8 Grade 3 .......................................................................................................10 Grade 4 .......................................................................................................12 Grade 5 .......................................................................................................14 Grade 6 .......................................................................................................16 Grade 7 .......................................................................................................19 Grade 8 .......................................................................................................22 Assessment in the arts .................................................................................25 For permission to duplicate this publication, contact the Arts Education Collaborative. BLACKMAN G GRE This handbook is the product of the combined efforts of more than 20 arts educators, administrators, and Dr. Sarah Tambucci, Director Contributors and reviewers: Arts Education Col- 425 Sixth Avenue, Suite 2650 laborative Advocacy and Standards Committee; Joy professionals in the arts community who met across a Pittsburgh, PA 15219 Gazi, Bentworth School District; Robert Tupper, Phone: 412.201.7405 Peters Township School District; Jacques Baynes, two-year period to provide parents with an introduction Fax: 412.201.7401 Cynthia Blackwell, Charmayne Clements, Karin E-mail: [email protected] Coyne, Tony Dixon, Joseph Dunnabeck, Linda Eh- to the Pennsylvania Standards for the Arts. It is designed Web site: www.artsedcollaborative.org rlich, Judy Flaherty, Adrianne Kelly, Christine Laitta, Miguel Sague, Ellen Smith, Judy Verzella, Pittsburgh as a guide to demonstrate how these standards might be Public Schools; Helen Croft, North Allegheny © 2008 Arts Education Collaborative School District; Jamie Brush, Shady Side Academy; implemented in your school’s curriculum and to help Linda Turner, West Mifflin Area School District; Writing/editing: Faith Schantz Pearlann Porter, The Pillow Project; and parents Lori you measure the degree to which the school provides Design/layout: Julie Ridge Brenner, Tyra Good, Bob Gorczyca, Carey Harris, The photographs are of students from the Pittsburgh Twila Simmons, and Mary Ziegler. opportunities for children to meet the standards. The Public Schools, Shady Side Academy, and the West Mifflin Area School District. The cover photographs enclosed form includes information about how you can were taken by Greg Blackman. support, improve, and advocate for your school’s arts The mission of the Arts Education Collaborative is to foster student creativity and program. Please use the tear-off section at the bottom to achievement in, with and through the arts. give us your opinion of the handbook. Key words Introduction Following are definitions for words in the handbook that may be unfamiliar or may have different meanings in other contexts. What should my child be learning? aesthetic response: The reaction of a viewer/ listener whose emotions are engaged by an artwork, through the meaning, mood, and/or A kindergarten student picks up a mallet ticular cultures, all of which influence Please also note that the grade level beauty of the work. and strikes bars on a xylophone at ran- what they do. organization is only a guide. Children dom. Eight years later, the same student in the same class learn at different rates, arrange (when referring to music): Make • Critical Response. Students learn choices about how a piece will be played. composes a piece for steel drums, to be and each child will likely progress faster about and engage in the process of performed at the school’s spring concert. in one arts area than in others. assess: Evaluate; judge the value of something. art criticism—analyzing, comparing, What has happened in between? compose (when referring to music): Create a interpreting, and evaluating as Along with the standards and musical work. In Pennsylvania, instruction in the they respond to artworks. samples of student work for each choreograph: Create a dance. arts (and other subjects) is guided by grade level, the handbook includes • Aesthetic Response. Students standards—goals and expectations for a section on arts assessment (how choreography: The art of creating a dance, or learn to recognize and respond the structure of a specific dance. students—which were adopted by the teachers grade the arts) on page 25. to meaning, beauty, and emo- state legislature in 2002. This handbook, criteria: The expected levels of quality for the tion in artworks, enhancing elements of a work. For example, criteria for which is based on the Pennsylvania Why study the arts? their own appreciation and judging a work of visual art could include bal- Academic Standards for the Arts and The arts have their own lan- ance, unity, and the effective use of color. helping them to under- Humanities and other sources, outlines guages. Like any other subject stand the role of the arts critic: A person who judges works of art expectations for kindergarten through area, they give students ways of according to criteria. in society. eighth grade in the four areas of the arts: knowing and communicating critique: noun: A critical review of a work. verb: To review or analyze critically. dance, music, theatre, and visual arts. While categorizing the stan- that have value in and (Note: Used here, the words “art” and dards helps to define them, of themselves. form: The defined structure of a work—for “artist” refer to all arts areas.) it is important to note that example, a song in the “verse/chorus form.” Research has shown that students’ learning experiences The standards are organized into four the arts also help students genre: A type or category within an arts are not separated in this way. area—for example, “farce” in theatre, “jazz” in categories, including: succeed in other ways. For For example, a student who music and dance, or “seascape” in visual art. example, the arts can provide • Production, Performance, Exhibi- is learning about Vincent Van improvise: Create something on the spot, the “glue” to help students tion. Dancing, acting and directing, Gogh may also be forming ideas sometimes during a performance. make connections while they’re making music, and creating visual art for a landscape she’s working on, medium: The materials used to create an learning. Kindergarten students are central to students’ learning in the or thinking of writing a poem artwork, such as “oil on canvas.” (Plural may recognize the shapes of letters form: media.) arts. Students come to understand how about the painter’s curly clouds. through dance, or act out a story artists work, and the place of the arts Another student, while trying out mixed media: A single work in more than one to find its meaning. Older students medium, such as clay and fiber, or paint and in human history and society, through voices for a character he’s going to may grasp mathematical concepts papier-mâché. their own creative experiences. portray on stage, may remember such as ratio and proportion through style: The distinctive way that an artist an actor he admires, wonder what • The Arts in the Context of History musical training in rhythm and note expresses himself or herself, such as “Billie made the actor so effective in a Holiday’s vocal style,” or a characteristic and Culture. Students learn that artists patterns. In science class, drawing manner of expression, such as “in the style particular film, and decide to look create works in specific places, during helps students understand BLACKMAN of Japanese anime.” online for a review. G certain time periods, from within par- living things and natural GRE technology: Tools, machines, or equipment used to produce works—for example, a com- puter, a loom. 1 ••••• Introduction Talking to children about art When parents ask questions that require more than a “yes/no” answer, and make What are quality arts experiences? comments that describe without judging, children are more likely to engage in conversations about art. Following are suggested questions and comments. Quality arts experiences offer students opportunities to: • Explore materials and make choices About your child’s work: • Solve creative problems and revise their work • “Tell me about this piece. Is there a story that goes with it, or something that inspired you?” “What were you thinking about or feeling when you made it?” • View others’ artwork, listen to others’ compositions, and form opinions • Describe or acknowledge something that stands out for you. “You had a lot of • Reflect on their own creative process (“How did I get here? What did I learn?”) different kinds of dance movements.” “There’s quite a contrast between the two • Participate in critiques of their own work and others’ work characters.” “I notice that you used a lot of blue.” “It was surprising when you • Develop
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