Dance, Music, Theatre, Visual Arts

Home , The Shake (dance)

...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. Gre g Blackman

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 particular film, and decide to look manner of expression, such as “in the style create works in specific places, during helps students understand of Japanese anime.” online for a review.

certain time periods, from within par- living things and natural Gre g Blackman technology: Tools, machines, or equipment used to produce works—for example, a computer, 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 skills of observation and listening changed from a major key to a minor key.” • Collaborate productively with classmates • “Do all the parts seem to go together? Why or why not?” • Perform or exhibit their work for audiences • “Did you try everything that you wanted to try?” “Did you change something along the way?” “What would you like to try next?” occurrences. All arts areas can be entry developing standards for what is “good.” • “What do you think is your best piece, and points for learning about particular They take risks, make changes, evaluate why? How is it different from your least cultures or historical periods. the results, and decide when the work is successful piece?” finished. Finally, they have a product that The arts have the power to engage can be communicated to others through and motivate students, whether they About others’ work: an exhibit or performance. These are the are struggling low achievers or bored • “How did that artist get your kinds of learning experiences students are high achievers, because they involve attention?” likely to remember and value for the rest JU L I E R IDG personal experience. When there is no of their lives. • “How does that work make “right answer,” all students can excel. you feel?” “Is there one particu- Meanwhile, learning in and through the For all these reasons, students who lar part that makes you feel that way?” arts prepares students for the workplace spend more time engaged in arts educa- by developing skills and abilities that tion are more likely to achieve in other • “What do you think the artist is trying to Artist: Jacob D. today’s employers are seeking, such as subjects, especially reading and math. say?” “How did he or she show that?” creative thinking and collaboration. (For links to specific studies, visit the After studying the art of Parents are responsible for monitoring their Web site of the Arts Education Collab- Australian Aborigines, second The arts lend themselves to high-quality children’s achievement in the arts just as they orative: www.artsedcollaborative.org.) graders created sea turtles using learning experiences. Consider what monitor their children’s progress in other subject Aboriginal painting techniques. students do when they are challenged to Note: Arts programs vary from school to areas. For more information about your child’s create an original painting, musical piece, school. Even though the Pennsylvania work, ask for his or her portfolio, sketchbook, audio- dramatic character, or dance. In the standards encompass all arts areas, your tapes/CDs, videotapes/DVDs, journals, practice logs, artist’s beginning, they struggle with their ideas child’s school may not offer all four. statements, written reflections, and/or completed tests/assess- and the materials. As they continue, This handbook attempts to outline a ments. At an “open house,” be sure to visit arts classrooms and ask teachers about their they judge their work against their own comprehensive arts program. goals for the year. Most teachers will welcome your interest in your child’s program.

••••• 2 Introduction Early childhood and high school

An individual’s experiences with the arts Experiences • Teachers document and celebrate each begin in infancy and last throughout his • Children are encouraged to explore child’s achievements and show children that or her life. In recognition of the role of materials and make choices. For exam- they value their unique forms of expression. Linda Turner the arts in education, Pennsylvania has ple, children move to music, make up A high school student teaches a dance adopted arts standards for kindergar- their own songs, choose an animal to movement to an elementary student. ten through twelfth grade, and general imitate, or select colors for a painting. High school learning standards for early childhood • Teachers introduce new materials to Pennsylvania’s arts standards for high • The content of each course is aligned (preschool) that include “Creative Arts.” facilitate children’s projects. school rest on the foundation of the with the Pennsylvania standards. While this handbook focuses on K-8 • Some projects continue for an indefinite early childhood standards and the K-8 • Students can take sequential classes— standards, early childhood and high period of time based on children’s inter- standards. While the categories of the for example, a tenth grade music class school arts programs are also vitally ests (such as a block village that “grows”). standards remain the same, high school that builds on a ninth grade music important for children and youth. Fol- • The daily schedule accommodates students are expected to develop more class—so they can become accom- lowing are brief guidelines for parents of children who want to spend more time sophisticated ways of applying and plished in an arts area. Students can children in those age groups. on an activity. presenting their knowledge and skills. • Arts experiences are relevant to take AP (Advanced Placement) and children’s lives and cultural back- For example, in the early grades, students honors courses in the arts. Early childhood grounds, and allow them to explore begin to learn about styles in art by imitat- • School staff makes connections with other cultures. ing the styles of particular artists. By high local colleges, universities, arts organiza- High quality early childhood arts pro- • All children have opportunities to school, students are expected to exhibit or tions, and cultural groups to provide grams have these characteristics. share their creative works with teach- perform works that combine more than after-school enrichment for students Environment ers, classmates, and parents. one style, such as an original dance that with special interests and skills. • The physical space of the classroom/ • Teachers use the arts to help children uses elements of jazz and African styles. • Counselors and other school staff inform school is visually pleasing, showing learn about their world. While young students experiment with students about arts-related jobs, intern- that the staff values aesthetic judg- traditional technologies (such as using a ships, and apprenticeships, and provide Student-teacher interactions ment. Children’s artworks are displayed gourd as a rhythm instrument) and new information about arts-related careers. • Teachers participate in arts activities with care and respect. technologies (such as a Musical Instru- Note: Students are required to meet standards in with children. • Arts materials are accessible to children. ment Digital Interface, or MIDI), a high the arts for grades nine through 12, according to • Teachers ask children open-ended Pennsylvania’s academic standards. However, high • Arts centers contain a range of tools school student might analyze how the spe- questions (questions that require more school arts classes are usually electives, and district and materials, including musical cific technology used affects the content of requirements vary. Parents can help their children than a “yes/no” answer, such as “Tell instruments, visual arts supplies, and a piece and the audience’s response to it. recognize that the arts are an important component me about what you’re doing”) and of a quality education, and encourage them to pur- “dress-up” clothes and other objects serve as audiences throughout a child’s High quality high school arts programs sue their interests and talents in at least one arts area for pretend play (early experiences in throughout their high school careers. creative process (for example, listening have these characteristics: theatre). The classroom has tools for to a child talk about his/her plans). • The school offers a variety of classes For information about your district’s arts program, sharing and using the arts, such as a CD talk to the superintendent, the principal, or the arts • Teachers use arts vocabulary when in all four arts areas. All students have player, a variety of CDs, and a sink. department chairs, and review your district’s strategic speaking to children. access to them. plan and graduation requirements.

3 ••••• e r n K i n d g a r t e …Paint a picture, move in place...

Production, Performance, Exhibition movements). Change movements in are higher/lower in pitch, faster/slower, The Arts in the Context Create works of art and recognize the response to changes in tempo (timing). and louder/softer. Recognize steady of History and Culture elements (building blocks) of each arts beat and rhythm. Experience arts from different cultures, • Music: Sing alone and with a group. area. For example: countries, and time periods. Begin to Play simple melodies on classroom • Theatre: Tell stories through dramatic recognize differences (African tribal • Dance: Move in place (bend, stretch, instruments (such as a xylophone). play. With classmates, choose charac- dancing compared to an Irish jig, balance…) and across space (hop, Sing or play improvised music (for ters for a play. (“If you’re going to be for example). step…). Repeat and vary a simple example, make up a song during the person in the store, I’ll be the per- dance “phrase” (a movement or set of imaginative play). Identify sounds that son who comes in to buy something.”) Critical Response Choose props (objects used on stage) Share observations and impressions and costumes for people and animals. of artworks. (“The music was quiet • Visual arts: Use color, shape, and line and then it got loud.”) to express ideas in paintings and Compare artworks. (“This picture looks drawings. Construct three-dimensional like a real person. That one doesn’t.”) works using clay, paper, and other materials. Use repeated shapes to Begin to classify artworks (for example, create patterns. Identify basic colors the sound of stringed instruments versus and basic shapes. the sound of brass instruments). Communicate meaning through Recognize that artworks serve different creating works of art. For example: purposes (for example, a ceramic bowl and a painting, a lullaby and a march). • Create a dance phrase to express an emotion. Aesthetic Response • Improvise sounds to express the Share personal responses to works of feelings in a poem read out loud. art. (“It was funny when the music got loud.”) • Act out a story. Show an increasing understanding of • Draw a picture to illustrate a fact meaning in artworks, through creating (“my family”). and describing one’s own work, and Review and revise while creating works. observing and describing others’ work. (“I’m going to add fingers to the person For example:

Gre g Blackman I drew.”) • Explain how one kind of dance is ••••• 4 Student work

different from another by contrasting dramatized character to one’s own ac- the costumes, music, and energy of the tions or feelings. (“When I get mad, I movements. huff and puff like the Big Bad Wolf.”) • Move to music. Perform music for • Describe one’s own favorite creation different purposes (a march, a class and explain why. (“I made a dog birthday party…). out of clay. I like it because it looks friendly.”) • Relate the actions or feelings of a J i m R e n h ar d

Artist: Katerina B. For this assignment, kindergarten students first painted with watercolors, exploring techniques such as mixing paints and painting on wet paper. Next, they reviewed the principle of symmetry before cutting shapes from folded paper. They created turtles by gluing together the cut shapes and their watercolor paintings. Finally, they used markers to draw features. Gre g Blackman

5 ••••• d e 1 g r a ...Tell a story with sounds...

Production, Performance, Exhibition • Music: Sing songs approaching correct movements for particular characters. they are used (such as broad brush pitch (in tune) and rhythm. Learn and strokes in one area of a painting). Create works of art and recognize the • Visual Arts: Identify primary colors improvise simple accompaniments on elements (building blocks) of each arts (red, blue, yellow) and mix paints to • Use problem-solving strategies while classroom instruments. Identify differences area. For example: form secondary colors (orange, purple, working toward a finished piece. (“We in rhythms and changes in dynamics green). Use line, shape, and color need to make sure people can hear the • Dance: Create and perform a short (loud, soft, getting louder or softer). to express ideas in two- and three- narrator while the music is playing.”) dance and identify the beginning, Recognize repeated musical patterns. middle, and end. Move with different dimensional works. Identify texture levels of intensity—a gentle hop, a • Theatre: Dramatize familiar stories, (how something feels), focal point The Arts in the Context strong kick. Dance with a partner or a improvise new stories, and identify (main idea), and background. of History and Culture the beginning, middle, and end of Know that all cultures produce or have group (for example, make a formation Communicate meaning through creating a dramatic work. Invent a voice and produced works of art, throughout history, with classmates). works of art. For example: in all parts of the world. Compare and • Show an emotion through movement. contrast art forms (such as folk dances or singing games) and elements (such as dra- • Tell a story with sounds. matized characters or visual art techniques) • Invent characters for a play. from different regions/cultures. • Draw a picture that tells a story. Begin to identify work by particular artists from a culture or region. (“Mary Create work in the style of a particular Lou Williams was a composer who lived artist, or by using that artist’s techniques in Pittsburgh.”) Locate artworks within (such as a collage inspired by the work a culture or region (Pennsylvania Dutch of Romare Bearden). symbols, Japanese bird images). Create, perform, and exhibit artworks using both traditional technologies (chalk, Critical Response block print…) and newer technologies Begin to understand that works of art (computer software, digital camera…). can be described by their elements. (“Vincent Van Gogh used curved strokes Identify arts events that take place in schools, in this painting.”) homes, and communities (concerts, recit- als, plays, exhibits, dance performances…). Recognize differences among forms/genres within an arts area. For example, in the Review and revise while creating works. visual arts, know the difference between

Gre g Blackman • Make choices about materials and how a portrait, a still life, a landscape, and

••••• 6 Student work ...Tell a story with sounds...

a designed pattern (such as a fabric design); identify whether an artwork is realistic or abstract (not intended to mimic reality); identify the medium Gre g Blackman used (clay, paint on canvas…). Artist: Emily J. Artist: Louise F. Describe one’s own work in terms of its “I liked the balls in the bot and the pink ice sculptures! I liked the “I liked the pink skiny glass wall and the purple stik up things elements, such as repetition and variety. balls and the bot becus of the very prite ckalears!” [I liked the balls The pink glass wall lokd like gelow The purple stik things lokd like (“My dance has three hops in a row to in the boat and the pink ice sculptures! I liked the balls and the purple ckandle stiks.” [I liked the pink skinny glass wall and the make a pattern.” “My xylophone piece boat because of the very pretty colors!] purple stick-up things. The pink glass wall looked like jello. The has a fast part and a slow part.”) purple stick things looked like purple candlesticks.] Aesthetic Response First graders watched a film about glass artist Dale Chihuly, then visited the show “Chihuly at Phipps: Gardens & Glass” at Phipps Share personal responses to works of art. Conservatory in Pittsburgh. In the classroom, they wrote about the show and drew their own interpretations of the work. (“I like the way the painted flowers look like real flowers.”) Show an increasing understanding of meaning in artworks, through creating and describing one’s own work, and observing and describing others’ work. For example: • Express the ideas/feelings that inspired one’s own work. (“I stomped in my dance to show how I look when I’m angry.”) • Respond to ideas/feelings perceived in others’ work. For example, perform a song with upbeat lyrics in a lively tempo, create gestures to portray a specific Artist: Leah L. character in a dance or a dramatized First graders painted fish from Australia’s story, or describe how the illustrations coral reef, focusing on primary and in a book contribute to the story.

JU L I E R IDG secondary colors.

7 ••••• d e 2 g r a ...Make a costume, sing in tune... Production, Performance, Exhibition (written music). Play a simple harmony a loom…) and newer technologies (elec- Create works of art and recognize the when others are playing the melody. tronic keyboard, illustration software…). elements (building blocks) of each arts Identify the structure of songs (such as Review and revise while creating works. area. For example: verse/chorus) and instrumental pieces. Understand how some instruments • Make choices about materials and how • Dance: Combine different kinds of produce sound (such as a plucked they are used (such as the shake of a movements and vary rhythm and string, or air blown across a hole in tambourine at the end of every verse). speed. Learn a simple sequence of a hollow tube). dance movements that has coherence • Use problem-solving strategies while (works as a whole). Understand the • Theatre: Work with classmates to working toward a finished piece. (“We teamwork needed to dance with a improvise dramatic pieces. Create sets, need to sing louder than the instru- partner and a group. costumes, and props (objects used on ments so people can hear the words.”) stage) for dramatic works. • Music: Sing songs that change tempo • Recognize that a finished work of art (speed) and dynamics (loudness/soft- • Visual Arts: Mix paints, combine is often the result of a process that ness), with correct pitch (in tune). materials, and work in two- and three- includes practicing, rehearsing,

Gre g Blackman Play an instrument from notation dimensions to express ideas. Develop drawing sketches, or making models. techniques in painting, drawing, collage, printmaking, fiber arts, sculpture The Arts in the Context in various materials, and ceramics. of History and Culture Understand that lines can be varied for Identify and describe artworks from different effects. specific cultures (such as Egyptian pyramids) and time periods (such as Communicate meaning through created American songs of the western migra- works of art. For example, dramatize tion). Relate artworks to their cultural a concept (“Our play is about being or historical contexts. brave”), or choose dynamics to clarify the meaning of a song. Begin to identify work by particular artists from a culture or region (such as Create work in the style of a particular Mayan potters). artist, or by using that artist’s techniques (such as a portrait with pastels based on Identify themes, forms, and techniques the work of Mary Cassatt). that cross cultures, such as the theme of the “trickster” in dramatized stories, Create, perform, and exhibit artworks us- blanket-weaving as a form, or wheel- Gre g Blackman ing both traditional technologies (a violin, thrown ceramics as a technique. ••••• 8 Student work Gre g Blackman

Recognize that in all cultures, some Aesthetic Response art forms are part of daily life (such Share personal responses to a work of as work songs) and some are part of art, verbally and in writing. (“The music ceremonial events (such as the “Star- reminded me of being near the ocean.”)

Spangled Banner”). Compare different responses to the same Gre g Blackman work of art. Critical Response (above) Begin to express preferences for genres Compare and evaluate artists’ use of ele- Title: Rabbit in a Garden and styles within an arts area (such as ments. For example: Artist: Justyce H. ballet versus tap dance). • Compare two genres of dance after Suggest reasons for an artist’s choice of performing them or watching a per- media (such as flutes rather than horns), formance (such as the movements and form (a puppet show rather than a technique involved in tap and hip hop). play), technique (a coil pot rather than a • Compare the time signatures (number wheel-thrown pot), and subject matter. of beats per measure) of two forms of Identify meaning in works of art, such songs (such as a waltz and a march). as the moral of a dramatized fable. Rec- (left) • Critique an actor’s performance, ognize that symbols and images convey Title: Self Portrait including facial expression, voice, meaning, such as the repeated chime of Artist: Edward F. movement, and gesture. a bell in an instrumental piece. For this assignment, students • Identify how color is used in visual art Describe one’s own goals for a work of first looked at art prints as an to create mood. art and the extent to which they were introduction to portrait drawing. achieved. (“If I were to do this again, I The teacher provided mirrors, oil Describe the elements in one’s own work. pastels, and pencils. would….”) Gre g Blackman (“I used long, slow notes in my music.”) 9 ••••• d e 3 g r a ...Slide in a circle, sculpt with clay... Production, Performance, Exhibition • Music: Create and perform songs classmates to dramatize a fable with • Use problem-solving strategies while Create works of art and recognize the and instrumental pieces with simple mime. Design and create masks, puppets, working toward a finished piece. For elements (building blocks) of each arts rhythmic patterns, in tune and with and costumes to portray characters. With example, design lighting for a scene area. For example: a steady beat. Play an instrument from classmates, write scripts that include some in a play that takes place at night. notation (written music). Identify stage directions (“Exit stage left” ). • Dance: Create shapes within each • Recognize that a finished work of melody, harmony, rhythm, and timbre dimension (up, down, in front of, • Use a range of processes to art is often the result of a process that (sound quality) when listening to Visual arts: behind…). Create and perform combi- express ideas in paintings (watercolor, includes practicing, rehearsing, drawing music. Identify musical forms (such nations of movements (for example, tempera…), drawings, prints, collages, sketches, or making models. as a round). slide in a circle) at different tempos sculptures, ceramics, and fiber arts, in- (speeds) and identify alternate ways • Theatre: Experience different dramatic cluding weaving. Use line to create effects The Arts in the Context of combining the same movements. forms. For example, collaborate with of texture (shading, cross-hatching…). of History and Culture Identify and describe art forms from Communicate meaning through creating specific cultures and time periods works of art. For example, create a mural (Croatian folk dance, American clog to illustrate a community event. dance…). Locate artists within a culture Understand that within each arts or region and relate artworks to their area there are different genres (such as cultural or historical contexts. comedy and tragedy in theatre) and Identify themes, forms, and techniques different styles (such as the comedic that cross cultures and historical periods styles of Charlie Chaplin and Chris (such as the use of masks and the tech- Rock). Create artworks in different niques of mask-making). genres and styles. Recognize that across cultures and Create, perform, and exhibit artworks historical periods, some art forms are using both traditional technologies (such part of daily life (such as ceramic bowls) as puppets) and newer technologies (such and some are part of ceremonial events as images from the Internet). (such as funeral jars). Review and revise while creating works. Begin to tie historical and cultural events • Make choices about materials and to important developments in the arts how they are used (for example, an (such as the development of spirituals in actor changing hats to represent African-American cultures).

Gre g Blackman different characters).

••••• 10 Critical Response Student work Recognize that artists choose specific elements to communicate ideas, experiences, and moods. Describe the elements in one’s own work. (“My dance has sharp movements in a small area of space.”) sculpt with clay... Understand that a work of art can be analyzed in terms of its form (such as the use of color in a painting), the context in which it was produced or the artist’s intent (such as an expression of Cat patriotism), and/or the critic’s personal A third grade class wrote an acrostic poem (the first letters of each line spell a word), response to it. Autumn then wrote music for it. Each line was recorded as an “ostinato” (a repeated melodic or rhythmic pattern), using either voices or instruments. The teacher used sequencing Recognize the processes involved in Neighborhood software to layer the ostinati (plural of ostinato) for the final product. art criticism, including comparing and Dog contrasting, analyzing, interpreting (“I To hear the piece, go to www.artsedcollaborative.org. think the artist was trying to…”), and Yell evaluating and forming opinions (“The sequel is better than the first movie because…”). (narration rather than dialogue in Begin to develop criteria for assessing the opening scene of a film), and the quality of a performance or exhibit. subject matter. (“A good actor makes you forget you’re Identify meaning in works of art (such watching a play.”) as the plot of a story told through Aesthetic Response dance). Recognize that symbols and images convey meaning (such as light Communicate a meaningful response in the sky in a painting, or an actor’s to a work of art, verbally and in writing. black cape). Compare different responses to the same work of art. Describe one’s own goals for a work of art and the extent to which they were Express preferences for styles within achieved. (“If I were to do this again, I an art form (landscapes by Georgia would….”) O’Keeffe versus landscapes by Andrew Wyeth, for example). Discuss an artwork in the context of art’s place in society (for example, Suggest reasons for an artist’s choice of Dorothea Lange’s photographs that media (such as chalk on paper rather documented people’s lives during the than paint on canvas), form (a waltz Great Depression).

rather than a minuet), technique Gre g Blackman

11 ••••• d e 4 g r a …Tell a story through mime…

Production, Performance, Exhibition extended movement phrases (sets of • Music: Read, write, compose, and Create, perform, and exhibit artworks Create works of art and recognize the movements), using smooth transitions. arrange music using a variety of sounds using both traditional technologies (such elements (building blocks) of each arts Dance with concentration and physical (hand claps, electronic sounds…). Sing as pen and ink) and newer technologies area. For example: control. Begin to understand the pro- and play instruments alone and in (music composition software, scanned cess of choreography (the art of creating groups with correct pitch (in tune) and images…). • Dance: Perform dances with begin- a dance). tempo (speed). Play a contrasting part nings, middles, and ends. Improvise Review and revise while creating works. on an instrument. Identify differences in rhythms. • Make choices about materials and how they are used (such as beginning an • Theatre: With classmates, write scripts instrumental piece with two recorders and stage dramatic pieces (designing playing in unison). and selecting/creating scenery, movement, lighting, costumes, masks…). • Use problem-solving strategies while Use gestures and actions to show a working toward a finished piece (such character’s traits (fearfulness, stingi- as experimenting with cloth of differ- ness…). Retell a story using different ent strengths for a work of fiber art). styles (comic, sarcastic…). • Recognize that a finished work of art • Visual Arts: Use a range of processes is often the result of a process that in- to express ideas in paintings, drawings, cludes practicing, rehearsing, drawing prints, collages, sculptures, ceramics, sketches, or making models. and fiber arts. Use line to show contour (suggesting three-dimensional shape) The Arts in the Context and tints and shades of color to show of History and Culture aerial perspective (suggesting distance). Relate works of art to their historical, cultural, social, and/or geographical contexts. Communicate meaning through creating For example, relate courtly dancing and works of art. For example, tell a story square dancing to their time periods and through mime. to the social classes of the dancers. Understand that within each arts area Identify, describe, and analyze important there are different genres and styles, such Pennsylvania artists, contemporary as “Photorealism” and “Impressionism” and historical. For example, compare in visual art. Create, perform, and exhibit Cecilia Beaux’s portraits to Mary Cas- artworks in different genres and styles

Gre g Blackman satt’s portraits. (such as a portrait in the Cubist style). ••••• 12 Begin to understand that art forms ing and forming opinions (“Salsa music Student work develop over time (such as sand dancing really makes people want to dance”). to soft shoe to tap). Begin to develop criteria for assessing …Tell a story through mime… Identify a cultural style by listening the quality of a performance or exhibit. (such as African drumming) or viewing (“That landscape is interesting because it (such as Navajo weaving). uses colors that you wouldn’t expect, like purple trees.”) Identify themes, forms, and techniques that cross cultures and historical periods, Aesthetic Response such as the theme of a firebird in drama- Communicate a meaningful response a tized folktales and visual art, the verse/ to a work of art, verbally and in writing. chorus form of song, or stage make-up Compare different responses to the same as a technique for characterization.

work of art. V er z e ll J udy Recognize that across cultures and Artists: Chyanne S., Mindy L., Tyrique J., LeOndre J. Explain preferences for a certain style historical periods, some art forms within an art form based on knowledge Fourth graders took the roles of a college professor, a principal, a comedian, and a soldier, are part of daily life (such as music of the form’s elements. (“I like gospel in a musical about careers. on the radio) and some are part of music because I like voices singing in ceremonial events (such as music harmony.”) at a wedding). Suggest reasons for an artist’s choice Critical Response of media (such as puppets rather Identify specific elements that artists than human actors), form (modern chose to communicate ideas, experiences, dance rather than ballet), technique and moods. Describe the elements in (strumming a guitar rather than one’s own work. (“The mask I made, finger-picking), and subject matter. the costume I chose, and the way I Identify meaning in works of art (how sneaked onto the stage showed the the posture of a sculpted figure shows audience that they shouldn’t trust the figure’s personality, for example). my character.”) Recognize that symbols and images Understand that a work of art can be convey meaning (such as a repeated analyzed in terms of its form (such as gesture in a dance). a theme and variations in music), the Describe one’s own goals for a work of context in which it was produced or the art and the extent to which they were artist’s intent (such as a dance team per- achieved. (“If I were to do this again, I formance at a game), and/or the critic’s would….”) personal response to it.

Discuss an artwork in the context of art’s ju l i e r idg Recognize the processes involved in art place in society (for example, a television criticism, including comparing and con- Artist: Allison F. documentary that prompts viewers to trasting, analyzing, interpreting (“I think donate to a cause). After studying the art of Australian Aborigines, fourth graders created snakes with the artist was trying to…”), and evaluat- similar patterns, focusing on repeating the elements of the pattern accurately. 13 ••••• d e 5 g r a …Dance with a partner, write a script… Production, Performance, Exhibition processes and ideas. For example, The Arts in the Context Create works of art and recognize the create an abstract composition based of History and Culture elements (building blocks) of each arts on real objects, such as representing Relate works of art to their historical, area. For example: fruit in a bowl with geometric shapes. cultural, social, and/or geographical contexts (for example, Aboriginal • Dance: Choreograph (create) dances with Communicate meaning through creating “dream paintings” in Australia used classmates. Improvise a dance phrase (a works of art. For example, compose to document stories for future movement or set of movements). Perform and arrange music to accompany a generations). dances alone, with partners, and in poetry reading. groups, showing focus and coordination. Analyze a work of art from a cultural or Create, perform, and exhibit artworks in historical perspective (for example, • Music: Read, write, compose, and different genres, and artworks inspired a political cartoon). perform music, using a variety of by the styles of particular artists (such genres, rhythmic patterns, and sound as a dance inspired by Gregory Hines or Identify, describe, and analyze the sources (voice, drum, foot stomps…). Savion Glover, or a story painting in the work of important Pennsylvania Play chords on classroom instruments. style of Faith Ringgold). artists, contemporary and historical. For Sing in tune, varying loudness/softness. example, research the Pittsburgh-based Create, perform, and exhibit artworks Play and sing contrasting parts (sing National Negro Opera Company. using both traditional technologies (such the harmony while others sing the as hand-building with clay) and newer Understand that art forms develop melody, for example). Identify musical technologies (such as digital images). over time (such as glass art produced forms (such as a waltz) by ear. in a studio rather than in a factory). Review and revise while creating works. • Theatre: Develop characters by observing Identify a cultural style by listening people and situations. Act alone and • Make choices about materials and how (such as Native American musical with others, showing concentration they are used (such as a shadow play rhythms) or viewing (such as Chinese and control. With classmates, develop for one scene in a dramatic work). landscape painting). scripts that include conflicts and • Use problem-solving strategies while resolutions. Begin to develop directing Identify themes, forms, and techniques working toward a finished piece (such skills. Explore blocking (the plan for that cross cultures and historical periods, as using the left foot instead of the actors’ movements on stage). such as the theme of war in all arts areas, right in a dance). a symphony as a musical form, or masks • Visual Arts: Use a range of processes • Recognize that a finished work of art as a technique for portraying characters to express ideas in paintings, drawings, is often the result of a process that in- in a dance or dramatic work. prints, collages, sculptures, ceramics, cludes practicing, rehearsing, drawing

Gre g Blackman fiber arts, and mixed media. Extend sketches, or making models. ••••• 14 Critical Response to a work of art, verbally and in writ- Student work Identify specific elements that artists ing. Research and compare different chose to communicate ideas, experiences, responses to the same work of art. and moods. Describe the elements in Suggest reasons for an artist’s choice of one’s own work. (“I played the melody media (such as a quilt rather than a on the piano, in 3/4 time. I varied the painting), form (film photography rather rhythm with hand claps.”) than digital photography), technique Understand that a work of art can be (speaking directly to the camera rather analyzed in terms of its form (such as than using voiceover), and subject matter. mime in theatre), the context in which Identify meaning in works of art (such it was produced or the artist’s intent as the story told through music and (such as an advertisement), and/or the dance in Pyotr Tchaikovsky’s ballet The critic’s personal response to it. Nutcracker). Identify and compare ways Recognize the processes involved in that symbols and images convey meaning art criticism, including comparing and in specific artworks (such as the sky in contrasting, analyzing, interpreting (“I Edvard Munch’s painting The Scream). think the artist was trying to…”), and Describe one’s own goals for a work of evaluating and forming opinions (“After art and the extent to which they were listening to a recording of our choir, I achieved. (“If I were to do this again, I don’t think the altos are loud enough”). would….”) Begin to develop criteria for assessing Discuss an artwork in the context of art’s the quality of a performance or exhibit. place in society (for example, folk songs (“A choreographed dance should have that describe poor conditions for workers). some parts that are similar and other parts that are different, but the whole thing should

go together.”) J i m R e n h ar d Artist: Abby G. (left) Aesthetic Response Artist: Ella C. (right) Communicate a meaningful As part of a school-wide theme on the United States of America, fifth graders created response representations of “Uncle Sam.” After discussing the human form, movement, and basic facial proportions, they used oak tag, papier-mâché, modeling clay, and paint to make their sculptures. Artists’ statement: The reason we made Uncle Sams was for our school’s theme: “From sea to shining sea.” Abby made hers the opposite of the flag (like making Gre g Blackman blue stripes instead of red like the flag) because she wanted hers to be unique. Ella made hers like the flag to show what she thought Uncle Sam would look like. She wanted hers to be different but like something anyone could recognize. 15 ••••• d e 6 g r a …Draw a portrait, sing in harmony… Production, Performance, Exhibition partner skills such as leading and differences in timbre (sound quality). Create, perform, and exhibit artworks Create works of art and recognize the following. using both traditional technologies • Theatre: Write and perform scenes elements (building blocks) of each arts (such as shadow puppets) and newer • Music: Compose and arrange music that include monologues (one charac- area. For example: technologies (such as computerized in various genres. Improvise melodies ter speaking for an extended period), lighting design). • Dance: Choreograph (create) and with voice and instruments. Sing and dialogue, and action. Develop char- memorize dances, coordinating move- play from written music, in tune, with acters using sensory recall (drawing Review and revise while creating works. ments with various musical rhythms correct rhythm and a steady beat. Sing on past personal experiences). Show a • Make choices about materials and how and genres. Improvise complex dance scales in major keys; sing with others range of characters by varying physical they are used (such as combining pho- phrases (sets of movements). Perform in two-part harmony. Identify orches- stance and voice. Contribute to the tographs and cut paper in a collage). alone and with others. Demonstrate tral instruments by ear. Recognize technical production (selecting/designing scenery, costumes, lighting…). • Use problem-solving strategies while Develop directing skills for live theatre working toward a finished piece (such and film/video/electronic media. as editing a script for a smoother transition between scenes). • Visual Arts: Use a range of processes to express ideas in paintings (watercolor, • Recognize that a finished work of art acrylic…), drawings, prints, collages, is often the result of a process that in- sculptures, ceramics, fiber arts (stitch- cludes practicing, rehearsing, drawing ing, weaving, quilting…), and mixed sketches, or making models. media. Use line and color to show perspective (the illusion of distance The Arts in the Context and depth). Extend processes and of History and Culture ideas. For example, use perspective Relate works of art to their historical, in a fantasy landscape. cultural, social, and/or geographical contexts. For example, explain the role Create a work of art to communicate of songs such as “Follow the Drinking a point of view or express a theme. For Gourd” in the Underground Railroad. example, make a video of a political demonstration. Analyze a work of art from a cultural or historical perspective (for example, Pablo Create, perform, and exhibit artworks in Picasso’s Guernica). different genres, and artworks inspired by the styles of particular artists (such as Identify, describe, and analyze the

Gre g Blackman painting in the style of Keith Haring). work of important Pennsylvania artists,

••••• 16 contemporary and historical. For ex- Student work ample, suggest reasons for the popularity of Philadelphia-born actors Kevin Bacon Title: Mythical Forest and Will Smith. Artist: Latrice M. Understand that art forms develop over Artist’s statement: My collograph time. For example, compare music [print] is made of drawing paper and played on a harpsichord, a piano, and stencils. The reason why I named it an electronic keyboard. mythical forest is because the forest is Identify a cultural style by listening alive and well. It tells its own story. The (such as Nigerian pop music) or viewing forest is in Africa, where the fun never (such as Japanese animation). ends and a girl learns about the jungle. It gives me a happy mood, the forest, a Identify themes, forms, and techniques bird searches for anyone in danger. that cross cultures and historical periods, such as the theme of romantic love in all arts areas, a one-act play as a form in theatre, and printing on fabric as a Middle grades students in a dance technique in visual arts. program wrote on the topic “Why I Critical Response Love Dance.” Identify specific elements that artists chose to communicate ideas, experi- Why I Love Dance ences, and moods. Dance…helps me when I am mad. I just dance and my feelings go away. Dance Describe the elements in one’s own to me can be fun and crazy or calm and work. (“In my self-portrait, my arm is in sweet, but it can also be hard and sweaty. the foreground, my face is in the middle …Dance and I are like a perfect couple. ground, and a pattern of abstract shapes Artist: Caitlin M. forms the background.”)

Recognize the processes involved in art Dancing to me is movements of feel- criticism, and critique artworks. ings. Dancing lets me show my feelings • Analyze an artwork in terms of its form through my motions without speaking. (a wheel-thrown ceramic bowl, for ex- …When I have a good performance, it ample), the context in which it was pro- makes me feel extraordinary. …Dancing duced or the artist’s intent (such as satire), has become a part of me. and/or one’s own personal response. Artist: AJ L. • Compare and contrast artworks.

Gre g Blackman Anyone can dance. It’s just that people • Interpret artworks (“I think the artist like me want more. was trying to…”). Artist: Kiana D. continued on page 18 17 ••••• e • Evaluate artworks and form opinions. example, create a dance inspired (such as the reason for detail in Beatrix a d 6 (“Seeing a musical live is better than by a work of visual art). Potter’s botanical paintings). Identify g r seeing a musical on film because….”) and compare ways that symbols and Research and compare different images convey meaning in specific Develop criteria for assessing the quality responses to the same work of art. artworks (such as the swans in Pyotr of a performance or exhibit. (“A painting Suggest reasons for an artist’s choice Tchaikovsky’s ballet Swan Lake). doesn’t have to be pretty, but it should of media (such as pencil rather than continued from page 17 make you think.”) Describe one’s own goals for a work of art charcoal), form (monologue rather and the extent to which they were achieved. than dialogue in theatre), technique Aesthetic Response (“If I were to do this again, I would….”) (a syncopated rhythm rather than a Communicate a meaningful response steady rhythm), and subject matter. Discuss an artwork in the context of art’s to a work of art, verbally, in writing, place in society (for example, rock music and through other arts areas (for Identify meaning in works of art and social change in the 1960s). Gre g Blackman

••••• 18 d e 7 g r a …Improvise a melody…

Production, Performance, Exhibition Create works of art and recognize the elements (building blocks) of each arts area. For example: • Dance: Choreograph (create), memorize, and perform solo and group dances that have variety (for example, in body shapes and the use of space). Improvise and perform complex sequences of movements, showing focus, control, and increasing accuracy. • Music: Read, write, sing, and play music in different meters (2/4 time, 6/8 time…). Transcribe (write down) a rhythmic pattern after hearing it. Sing and play improvised melodies and harmonies. Recognize intervals (the difference in pitch between two notes) and chord patterns. Play instruments with control (holding a violin bow accurately, for example). • Theatre: Write scripts with interrelated characters. Collaborate with classmates USH to portray characters’ relationships on stage and to create conflict and J AM I E B R suspense. Respond to a director; direct • Visual Arts: Use a range of processes Extend processes and ideas. For Middle grades students prepare other actors. Contribute to all the to express ideas in paintings (watercolor, example, create a mixed media work to perform a play. technical aspects of a production— acrylic…), drawings, prints (lithograph, with an interesting arrangement of scenery, set construction, lighting, silkscreen…), collages, sculptures, elements, highlighting the design sound, costumes, make-up and props ceramics, fiber arts, and mixed media. principle of balance. (objects used on stage). Explore color relationships and palettes. continued on page 20

19 ••••• e g r a d 7

continued from page 19

Create a work of art to communicate a point of view or express a theme. For example, write a script based on a current event. Create, perform, and exhibit artworks in different genres, and artworks inspired by the styles of particular artists (such as animation in the style of Tim Burton’s filmThe Nightmare Before Christmas). Create, perform, and exhibit artworks using both traditional technologies (such as print-making) and newer technologies (such as digital animation). Review and revise while creating works. Gre g Blackman • Make choices about materials and how they are used (such as dimming the music to its time period. Identify a cultural style by listening work. (“In the second part of my lights to signify the end of a scene). (such as Indian classical music) or composition, I repeated the melody Analyze a work of art from a cultural viewing (such as Southwestern but changed it from a major to a minor • Use problem-solving strategies while or historical perspective (for example, American visual art). key.”) Explain how the elements express working toward a finished piece (such Arabic calligraphy and Islamic cultural ideas and/or emotions. as bringing dancers on stage at a beliefs). Identify themes, forms, and techniques different point in the music). that cross cultures and historical periods, Recognize the processes involved in art Identify, describe, and analyze the such as the theme of interiors in visual criticism, and critique artworks. • Recognize that a finished work of work of important Pennsylvania art, the ballad as a musical form, and art is often the result of a process artists, contemporary and historical. • Analyze an artwork in terms of its percussive dancing (tap, Irish step that includes practicing, rehearsing, For example, discuss the social impact form (a hand-built clay pitcher, for dance…) as a technique. drawing sketches, or making models. of Philadelphia-born Marian Anderson’s example), the context in which it singing performance on the steps of the Critical Response was produced or the artist’s intent The Arts in the Context Lincoln Memorial in 1939. (to commemorate a person or event, Identify specific elements that of History and Culture for example), and/or one’s own Understand that art forms develop artists chose to communicate ideas, Relate works of art to their historical, personal response. over time. For example, compare film experiences, and moods. cultural, social, and/or geographical photography to digital photography. • Compare and contrast artworks. contexts. For example, relate ragtime Describe the elements in one’s own ••••• 20 • Interpret artworks (“I think the artist Student work was trying to…”). • Evaluate artworks and form opinions. (“The graphics in this computer game aren’t very good because….”) Develop criteria for assessing the quality Artist: Mark S. of a performance or exhibit, taking into Title: American Tour account the style or genre of the work. (“In a music video, the action should Mark S., who has cerebral palsy, composes go with the music.”) music using both commercial and assistive technology. He created “American Tour” on Aesthetic Response Sibelius music composition software, which Communicate a meaningful response to he accesses through head switches attached a work of art, verbally, in writing, and to a Dynavox communication device. through other arts areas (for example, To hear the piece, go to compose music inspired by a sculpture). www.artsedcollaborative.org. Research and compare different responses to the same work of art. Suggest reasons for an artist’s choice of media (such as oil pastels rather than paint), form (blues rather than hip hop), technique (dancing with a partner rather than solo), and subject matter. Identify meaning in works of art (such as how suffering is portrayed in Frida Kahlo’s self-portraits). Identify and Student: Lewis T. compare ways that symbols and images A seventh grader wrote about Vincent Van Gogh’s painting The convey meaning in specific artworks Starry Night (left), in a critical/aesthetic response. (such as the use of particular instruments and musical themes to represent What I see in this picture is that it is a very peaceful night in animals in Sergei Prokofiev’sPeter and a town and the sky is full of stars that light up the town. I like the Wolf ). the way he used the colors because the whole picture is dark but he made the stars so light that it gave it a peaceful feeling. Describe one’s own goals for a work of I think it’s trying to show that the world should be peaceful art and the extent to which they were and there shouldn’t be any violence and such. Yes I like this achieved. (“If I were to do this again, picture because it makes me feel calm. I would….”) Discuss an artwork in the context of art’s place in society (for example, Maya Lin’s Vietnam Veterans Memorial Wall). 21 ••••• a d e 8 g r …Illustrate a story…

Production, Performance, Exhibition partner, and in groups. Contribute to improvise variations on melodies. Sing Create, perform, and exhibit artworks in Create works of art and recognize the the technical aspects of a dance pro- scales and play chords in minor keys. different genres, and artworks inspired by elements (building blocks) of each arts duction (sound, lighting, costumes…). Read and write music in the treble the styles of particular artists (such as a area. For example: and bass clefs, using standard music children’s story illustrated in the style of • Music: Sing and play at least one notation (key signature, time signa- Eric Carle’s The Very Hungry Caterpillar). • Dance: Choreograph (create) and instrument alone and in groups. ture, symbols for rests…). memorize dances with different Improvise, compose, arrange, and Create, perform, and exhibit artworks combinations of tempos (speed), use perform music in a variety of styles • Theatre: Portray a range of character using both traditional technologies of space, and energy levels. Improvise and genres, using different sound types, and respond to other actors, (such as paint on canvas) and newer dance sequences; transfer visual sources (crystal glasses, electronic using voice, gesture, physical stance technologies (such as video). patterns and musical rhythms to dance sounds…). Play and sing melodies and movement. Write scripts with Review and revise while creating works. movements. Perform alone, with a and harmonies from memory; believable characters, action, dialogue, conflict, and subplots. Direct live • Make choices about materials and how theatre and film/video/electronic they are used (contrasting the color of media. Create a unified design for a dancers’ costumes with the color of the scene (set, lighting…). backdrop, for example). • Visual Arts: Use a range of processes to • Use problem-solving strategies while express ideas in paintings (watercolor, working toward a finished piece (such acrylic…), drawings, prints, collages, as transposing a piece of music into sculptures (carving, assemblage…), another key). ceramics, fiber arts (stitching, weaving, • Recognize that a finished work of art quilting…), and mixed media. Create is often the result of a process that self-portraits in various media. Extend includes practicing, rehearsing, processes and ideas. For example, drawing sketches, or making models. experiment with changing proportion (the scale, such as the size of the The Arts in the Context head compared to the feet in a figure of History and Culture drawing) to change the focus or main Relate works of art to their historical, idea of a work. cultural, social, and/or geographical Create a work of art to communicate contexts. For example, describe the a point of view or express a theme. For conditions that led to the Impressionist example, make a video about students’ movement in visual art.

Gre g Blackman transition to high school. continued on page 24 ••••• 22 Student work …Illustrate a story…

Artist: Natalia B. Title: Ninja Knockout Burritos Gre g Blackman My Logo In this project, we were asked to create our own logo ninja so I would be incorporating the picture with my for a business or a company. We had to use our initials company name. Another thought I had was to do my in the logo, which would be our company name. logo in markers. But I decided that when it came time Along with a name, the logo needed a design or a for the smaller version, it would smudge. So I decided picture to go along with it. We needed to draw our to create my logo with colored pencils. I had a color final design twice, one big and one small. Then we had variation with a blue bandanna at first and the letters to incorporate our logo into two real world appliances that matched it. But I didn’t think it was very definite.

Gre g Blackman such as a t-shirt or a hat. Lastly, we were required to I tried red and I liked that a lot better. So that’s the present our finished work on a poster board. burrito I decided to use. Artist: Melissa F. …I decided to go with the logo ‘Ninja Knockout In the process of creating my project, I learned a Title: Furious Burritos’. I came up with several pictures that could few things about designing a logo and being a graphic For this assignment, eighth graders selected a monochromatic represent it. I decided that I wanted some sort of car- designer. It takes a lot of tries to make the final logo, color scheme (one color) for a portrait showing an emotion. toon looking character that had to do with ninjas and and you can’t succeed in the first try. You will always They used distortion and exaggeration to emphasize the burritos. So I decided to make a human looking bur- find something that has to be changed about your chosen emotion. rito that was also a ninja. Then I drew my logo three logo, even if it’s something as small as the spacing of times, each with a different color variation. I picked the letters. Also, your logo should be simple and to the the red and green one because I liked how those colors point so that people can read it on advertisements and looked together. bulletin boards in 15 seconds at the most. A graphic Throughout this project, my logo changed a lot. designer may have a fun and enjoyable job, but he or I started out with just a plain burrito, which had my she has to be exact and precise. All the elements of the initials on it. But I wanted to make it more appeal- logo have to line up and nothing can be out of place, ing. I decided to go with a burrito that resembles a otherwise no one will want your logo.

23 ••••• e g r a d 8

continued from page 22 Analyze a work of art from a cultural or historical perspective (for example, how Andy Warhol’s painting of a Campbell’s soup can raised the question, “What is art?”). Identify, describe, and analyze the work of important Pennsylvania artists, contemporary and historical. For example, identify the musicians associated with “Philly soul” and describe the Philly soul sound. Understand that art forms develop over time. For example, compare a performance of a Shakespeare play in

Elizabethan England to a contemporary Gre g Blackman performance of Shakespeare. elements express ideas and/or emotions. Develop criteria for assessing the quality with a palette knife instead of a brush), Identify a cultural style by listening of a performance or exhibit, taking into and subject matter. Recognize the processes involved in art (such as music of the Andes) or viewing account the style or genre of the work. criticism, and critique artworks. Identify meaning in works of art (such (such as Spanish flamenco dancing). (“The lighting for a scene in a play as the relationship between color and • Analyze an artwork in terms of its should help create the mood.”) Identify themes, forms, and techniques emotion in a Mark Rothko painting). form (a movement in a symphony, that cross cultures and historical periods, Identify and compare ways that symbols for example), the context in which it Aesthetic Response such as the theme of conflict in all arts and images convey meaning in spe- was produced (for a competition, for Communicate a meaningful response to areas, a song in the verse/chorus form, cific artworks (such as the ring in Peter example) or the artist’s intent, and/or a work of art, verbally, in writing, and and wood carving as a technique. Jackson’s filmFellowship of the Ring). one’s own personal response. through other arts areas (for example, create a visual artwork inspired by a dance). Describe one’s own goals for a work of Critical Response • Compare and contrast artworks. art and the extent to which they were Identify specific elements that artists Research and compare different • Interpret artworks (“I think the artist achieved. (“If I were to do this again, I chose to communicate ideas, experi- responses to the same work of art. was trying to…”). would….”) ences, and moods. Suggest reasons for an artist’s choice of • Evaluate artworks and form opinions. Discuss an artwork in the context of art’s Describe the elements in one’s own media (such as street shoes rather than (“I liked the feeling of freedom in place in society (for example, Lorraine work. (“I used still images and live ballet slippers), form (opera rather than the dance.”) Hansberry’s play A Raisin in the Sun and action in my video.”) Explain how the musical theatre), technique (painting the civil rights movement). ••••• 24 Assessment in the arts: How teachers grade student work

In many schools, parents lack meaningful Task: Create an original work within information about assessment. In the guidelines. For example, use oil pastels to arts, where much seems to depend on create a portrait with correct proportions. Aesthetic Response viewers’/listeners’ opinions, parents Scoring/grading: Along with whether or Task: Create an original work in may feel especially uninformed. How do not the work met guidelines, the teacher response to a work in another arts area. teachers judge the value of students’ might evaluate the elements in the work, For example, compose a musical piece original work? What kinds of tests do they such as the use of space, color, line, and after viewing a painting. use? What do report card grades mean? texture. For example, did the student use Scoring/grading: The teacher might Arts teachers use a variety of assessments those elements to make the face the focal evaluate whether or not the mood of the that go beyond paper and pencil tests, point of the work, or is it overwhelmed musical composition reflects[a dried the gourd mood with attached beads] including “performance assessment” (when by the background? of the painting, and to what extent the students are challenged to complete a task [a set of two iron bells] Task: Interview someone from a local student can relate the intended meaning directly related to their learning, such as cultural arts organization (such as of the musical composition to his/her playing a musical piece for a grade) and an ethnic dance troupe) and make a idea of the meaning of the painting. “portfolio assessment” (when students presentation to the class. are graded on work assembled to show progress over time, such as a visual Scoring/grading: The teacher might arts portfolio). Arts teachers also help evaluate whether or not the student students learn to assess their own work, described how the art form reflects aspects through artists’ statements that ask them of the culture—for example, by explaining the to reflect on challenges encountered relationship between dance techniques while creating works, or by using rubrics and certain cultural beliefs. (scoring guides) that require them Task: Participate in a critique of a class- to rate their own work according to mate’s work in any arts area. criteria. Such “self-assessment” has been called the true goal of assessment, for Scoring/grading: The teacher might any subject area. evaluate to what extent the student participated, supported his or her Following are examples of assessment statements by referring to elements tasks with information about how teach- in the work, and made construc- ers might score or grade them. In all tive comments (comments cases, teachers should ensure that students focused on improvement). understand the criteria (the expected level of quality) before they begin working. One example of self-assessment To see a video of students drumming, go to www.artsedcollaborative.org. 25 ••••• AEC Advocacy and Standards Committee Dr. Natalie Ozeas, Chair Bonita Allen Patricia Bauer Dr. Cornelia Davis Matt Dooley Dr. Marilyn Michalka Egan Dr. Richard Helldobler Suzanne Perrino Jim Reinhard Roslyn Stulga Nina Giordano Unitas Jane Wall Carol Wolfe

AEC Steering Council William Isler, Chair Dr. Sarah Tambucci, Director Mary Brenholts Susan Brownlee Kathy Cecotti Dr. Cornelia Davis Michele de la Reza

Gre g Blackman Robert Frankel Joy Gazi Acknowledgements For more information Josh Green Billy Hartung Thanks to our sponsors and supporters: American Alliance for Theatre & Education: www.aate.com Lisa Hoitsma The Heinz Endowments Americans for the Arts: www.americansforthearts.org Areta Kalogeras The Grable Foundation Dr. Edward Kocher Arts Education Collaborative: www.artsedcollaborative.org The Benedum Foundation Paul Lennartz Pennsylvania Council on the Arts National Art Education Association: www.naea-reston.org Christopher McGlumphy Pennsylvania PTA (visual arts) Wendy Osher Dr. Natalie Ozeas The Arts Education Collaborative is solely responsible for the National Association for Music Education: www.menc.org Dr. Bille Rondinelli content of this handbook. National Dance Association: www.aahperd.org/nda Marilyn Russell Janet Sarbaugh The mission of the Arts Education Collaborative is to foster Parent Teacher Association: www.pta.org Ella Slaughter, NBCT student creativity and achievement in, with and through the arts. Pennsylvania Council on the Arts: www.pacouncilonthearts.org Dr. D’Ann Swanson Nina Giordano Unitas Pennsylvania Department of Education: www.pde.state.pa.us (to Shay Wafer view the K-12 standards, click on Pre K-12 Education, then Curric- ulum and Instruction, then Arts and Humanities, then Standards) Pennsylvania Learning Standards for Early Childhood: www.pde. Dr. Sarah Tambucci, Director state.pa.us (click on Pre K-12 Education, then Early Childhood, 425 Sixth Avenue. Suite 2650 then Early Childhood Education Standards) Pittsburgh, PA 15219 Phone: 412.201.7405 Pennsylvania Visual Artists: www.pennartists.com (created by a Fax: 412.201.7401 teacher for teachers, but also of interest to parents) E-mail: [email protected] Web site: www.artsedcollaborative.org •••••••••