TITLE Arkansas Fine Arts Curriculum Framework. Strands: Visual Arts-Revised 2001; Music-Revised 2001; Dance; Theatre

DOCUMENT RESUME

ED 464 890 SO 033 851

TITLE Arkansas Fine Arts Curriculum Framework. Strands: Visual Arts-Revised 2001; Music-Revised 2001; Dance; Theatre. INSTITUTION Arkansas State Dept. of Education, Little Rock. PUB DATE 2001-00-00 NOTE 91p. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Academic Standards; Benchmarking; Dance; Elementary Secondary Education; *Fine Arts; Music; Public Schools; State Curriculum Guides; *State Standards; *Student Educational Objectives; Theater Arts; Visual Arts IDENTIFIERS Arkansas

ABSTRACT This curriculum framework exists to guide the fine arts curriculum in grades K-12 in Arkansas public schools. The framework's student learning expectations are specific to what all students in those grades should know and be able to do in the arts (visual arts, music, dance, theater) during that span of years. The framework's content standards (Inquire, Explore, Discover; Create; Reflect, Respond, Rediscover) represent a cyclical process for art making and responding to art. All components of the framework are interrelated, with no particular order of importance because each is dependent on the other. The framework first delineates content standards for the visual arts strand of fine arts, stating what is expected of students at grades K-4, grades 5-8, and grades 9-12. It provides a visual art glossary and visual art scenarios. The framework provides similar information for the music strand, for the dance strand, and for the theater strand. (BT)

Reproductions supplied by EDRS are the best that can be made from the original document. Strands:Fine Arts Visual Curriculum Arts -Revised Framework 2001 Music-Revised 2001Arkansas 00 TheatreDance Office of Educational ReseaU.S. DEPARTMENT ch and Improvement OF EDUCATION PERMISSIONDISSEMINATE TO REPRODUCE THIS MATERIAL AND HAS ArkansasBEEN GRANTED BY Department of Education EDUCATIONAL4his RESOURCES documentoriginatingreceived INFORMATION has it. from the person or organization CENTER (ERIC) been reproduced as 0 Minor changes have been improvemade to reproduction quality. 1 TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) BEST COPY AVAILABLE officialdocumentPoints ofOERI view do position not or opinionsnecessarily or policy. stated represent in this This framework exists for the purpose of guiding the art curriculum in grades K-12. The Student Learning Expectations are specific to Introduction to Visual Arts Strand of the Fine Arts Curriculum Framework Revised 2001 whatrespondingThe all content students tostandards art.in those There (Inquire, grades is no particularshould Explore, know orderDiscover; and of beimportance Create; able to Reflect,do as in eachvisual Respond, is art dependent during Rediscover) that on span the represent other.of years. All acomponents cyclical process of this for framework, art making inand thatThisfact, dodocumentare no interrelated. inhibit endorses and diminish and respectscritical/creative the integrity thinking of andall Arkansas original, meaningfulart educators/facilitators. artworks. We trust that they will employ practices 4 5 Art Strand whichStudentsInquire/Explore/biscoverCONTENT to develop STANDARDwill inquire/explore/discover concepts/ideas. 1: historical, cultural, social, environmental, and personal references from andAssessment Possiblities Options GradesA.1.1. K-4 (Student Learning Expectations) Examine art and communicate ideas and feelings using the language of art which shall include art elements 1. 0, D A.1.3.A.1.2. Distinguishfolding,Exploreand principles. andskills parallelsgluing. associated (i.e., withelements, media principles, and processes themes, including, culture, but material, not limited processes to, color and mixing, methods) tearing, between 3.2. 0, D,PO, PE, D, POC A.1.6.A.1.5.A.1.4. DiscoverExploreart created careers andexamples by record students in art.of through how and people artiststechnology use from art (computer, differentin their daily times video, lives, and photocopier, in places. the work camera,place, and and/or within overhead, the community. etc.) a 4. 6.5.C, C,PO, W, D, LJPR, PR 0, b A.1.8.A.1.7. environment.RecognizeIdentify,variety of practice, art and examples apply and responsiblefollow and related health practices resources.and safety (reduce/reuse/recycle) standards in the use to of protect tools, materials,the natural/man-made and processes. 8.7. C,0, D0, D PE:AssessmentA.1.9. performance; Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LT: tests; log/journal; PO: portfolio; W: writing. PR:Investigate project; C: thechecklist; relationship 0: observation; among the arts and other disciplines. 9. 0, C 6 7 Art StrandCONTENTCreate STANDARD 2: andAssessment Possibilities Options GradesworksStudents of K-4 artwill (Studentand use design. their Learning creativity Expectations) in a wide variety of media, techniques, processes, and tools to develop original A.2.2.A.2.1. principles.symbols,TransferUse creative and ideas ideas problem and to communicate feelings solving, to criticalothers meaning. thinkingthrough originalskills, and works various of self-expression resources to select using subject art elements matter, and 2.1. 0,PO, LT, PR, PR, E, E A.2.3.A.2.4. place,CreatethanDemonstrate one or a thesolution.project community. that (e.g., change performance, for improvement product, is discussion)a part of problem that shows solving how in artart isand used that in there daily canlife, bethe more work 4. 3.PR, 0, W,PO D, 0 A.2.6.A.2.5. ProducefiberareExercise not arts, limited artresponsible and works digitalto, painting, to demonstrateimagery.use of drawing, tools/technology an printmaking, understanding and sculpture,materials of the varioustoclay/ceramics, produce purposes art worksarchitecture, for creatingthat may graphic (aesthetic, include, design, but 5. PR, PO, 0, D, T, A.2.8.A.2.7. betweenCreatefunctional, art art worksworkhistorical/cultural, and in culture.based response upon to previoustherapeutic past, present, explorations/discoveries and/or and social). future situations. that demonstrate the relationships 8.7.6. P,PO,0, PR, PR, E,LT, 0, D, DW, 0 0, PE:AssessmentA.2.9. performance; Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LT: tests; log/journal; PO: portfolio; W: writing. PR: project;Collaborate C: checklist; to create 0: observation; through a variety of methods (small and whole groups, interdisciplinary, etc.). 9. PE, 0, PR, E Art StrandReflect/Respond/RediscoverCONTENT STANDARD 3: andAssessment Possibilities Options Gradespresent),Students K-4 of willenvironments,(Student reflect Learning upon, and respond Expectations) of diverse to, and cultures. rediscover the art work and concept of self, of others (past and A.3.3.A.3.2.A.3.1. DevelopcharacteristicsEvaluateUnderstand aestheticand and assess, and relate awareness merits individually/collaboratively, how of art anby is individual'sdiscussingused to communicate (e.g.,art work throughrationalization, and ideas revisions,of theand work critique,feelings journals, of others. evaluation)to others. and/or critiques, the integrity the of an 3.2.1. LJ,W,C, W,LJ,W, E,PO,PR, 0, E,PR, LJ PO E, A.3.5.A.3.4. Buildpromotion).Exhibitindividual's and art assess work art work. and a collection participate of studentin the exhibition work in a process portfolio (e.g., (e.g., selection, individual, planning, classroom, display, grade judging, level, 4. E, PE, PO, PR, C A.3.8.A.3.7.A.3.6. AnalyzeExamineRecognizetechnological). and and and discuss respond acknowledge the to relationshipthe usethat of artists/students art among in daily the life arts developand and community. other individual disciplines. styles. 7.6.5. T,C, PO,0,LJ, E W,C, D,T W PE:AssessmentA.3.9. performance; Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project;Recognize C: checklist; the importance0: observation; of art history and heritage. 9.8. 0,W, C, T, PE, PO, W LJ 1 0 1 1 Art StrandInquire/Explore/DiscoverCONTENT STANDARD 1: andAssessment Possiblities Options GradeswhichStudents to 5-8 develop will (Student inquire/explore/discover concepts/ideas. Learning Expectations) historical, cultural, social, environmental, and personal references from A.1.1. Furtherdesign. investigate the language of art including, but not limited to, the elements and principles of 2.1. T.T, PO,PR, 0,PR, PE, C, D,0, PE, E, D, LJ, W, A.1.3.A.1.2. ExamineResearch and and identify discuss how diverse art tools, cultures, materials, styles, and andprocesses periods communicate of art. ideas and meanings. 4.3. PO,T, C, PR, 0, PE,PE, E,LJ, Lj,U. W, R A.1.5.A.1.4. ResearchGain creative how artists insight express through life personal experiences observations through theirand reactions art work. to life experiences. 6.5. T, PR,PR, C, C, PE, Lj, E,W W A.1.6.A.1.8.A.1.7. ExamineRecognizeDiscover howcareer the physical rationale opportunities environments for responsible that directly affect safety choices or precautionsindirectly made relateby within artists. to thevisual visual art. arts environment. 9.8.7. T, PR,PO,C, 0, C.PR, D, 0, LJC,PE, 0, W A.1.10.A.1.9. and/orDiscoverDiscover research. relationships relevant community among the issues arts, astechnology, creative resources environments, through and interviewing, other disciplines. personal observation, PE,11.10. E, T,C, D, PO,0, U, PE, PR, W LJ, C, W0, PE, E, D, LJ, W PE:AssessmentA.1.11. performance; Legend: E: exhibition;S: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; EngageC: checklist; in group 0: observation; problem-solving12 activities (e.g., brainstorming, generating ideas, discussion, research). 13 Art StrandCONTENTCreate STANDARD 2: andAssessment Possibilities Options GradesworksStudents of 5-8 artwill (Studentand use design. their Learning creativity Expectations) in a wide variety of media, techniques, processes, and tools to develop original A.2.1.A.2.2. CreatecommunicateUtilize aart variety work ideas usingof art and themedia, feelings elements tools/technology, to achieveand principles artistic and ofsolutions. processes,design to express both two- thoughts and three-dimensional, and experiences. to 2.1. T,PE, PO, E, PR,LJ, W,C, 0,T, E, LJ, W, R A.2.4.A.2.3. Usemodels.Produce community artwork issues that involves to stimulate problem the productionsolving as evidencedof art work throughwhich promotes practice, dialogue. drafts, sketches and/or 4.3. T, PO, PR, C, 0, PO,PE, PR, E, C, LJ, 0, W, R R A.2.6.A.2.5. CreategraphicmayDemonstrate include, art design, work but consistentbasedfiber are arts,not on limited personaland and digital responsible to, observationspainting, imagery. use drawing, ofand tools/technology reactions printmaking, to life sculpture, and experiences. materials clay/ceramics, to produce architecture, art works that 6.5. T,PR, PO, 0 PR, C, 0, PE, E, LJ, W , C, U, W A.2.7. Produce art work which displays knowledge of diverse cultures, styles, and periods of art. 7. T, PO, PR, C, 0, PE, E, D,D, LJ,U, W, PE:AssessmentA.2.8. performance; Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; UseC: checklist; group interaction 0: observation; in the process of art production. 8. C, 0, PE, D, LJ, Art Strand 14 15 Reflect/Respond/RediscoverCONTENT STANDARD 3: andAssessment Possibilities Options Gradespresent),Students 5-8 ofwill(Student environments, reflect Learning upon, respondand Expectations) of diverse to, and cultures. rediscover the art work and concept of self, of others (past and A.3.2.A.3.1. ExamineDevelop and student-generated reflect on a range rubrics, of subject checklists, matter, questionnaires, symbols, and/or tests, ideas or used other in forms creating of assessment. art works. 2.1. T,PO, PO, C, C,0, 0,PE, PE, LJ, D, LJ, W A.3.4.A.3.3. ParticipateEngage in aesthetic in the process discussion of exhibiting and apply student knowledge art work when (plan, observing select, works promote, of art. install, attend). 4. 3.T, PO, C,PR, 0, C, PE, 0, LJ, A.3.5.A.3.6. Determineinterview,Develop a checklist, portfolioand justify which essay, why includes artistsetc.). make periodic certain assessments design choices. (e.g., self-assessment, peer critique, teacher 6.5. PO, PR,C, 0, C, PE, 0, PE,to, LJ,E,PE, D, WE, LJ, D, WLJ, W A.3.8.A.3.7. symmetry,Discuss1.3.16 Determine/project and patterns). establish connections ways art maybetween envision the visualthe future. arts and other disciplines (e.g., in math: 3-D forms, 8.7. PO, PR, C, 0, PE, E, D, LJ, W PE:AssessmentA.3.9. performance; Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; EvaluateC: checklist; the 0:importance observation; of art history and heritage. 9. PO, C, 0, PE, D, LJ, W, R 16 17 Art StrandInquire/Explore/DiscoverCONTENT STANDARD 1: andAssessment Possiblities Options GradeswhichStudents to 9-12 develop will (Student inquire/explore/discover concepts/ideas. Learning Expectations) historical, cultural, social, environmental, and personal references from A.1.3.A.1.2.A.1.1. CompareAssimilate/diversifyIdentify how and/or art translates identify prior theknowledge ideas, materials, knowledge, to includetechnologies, emotions, new media media, and skills processes,experiences to explore and to concepts others.purposes and of ideas.the visual arts 3.2.1. W,DI,LJ, DI,LJ,DI MW A.1.5.A.1.4. EmployExplorewith those variousthe of nature other methods disciplinesof creativity. of research and other such cultures. as technology, interviews, and field observations. 5.4. LJ,DI, W, SU,IN, PR,E LJ, T, SU A.1.7.A.1.6.A.1.9.A.1.8. IdentifyConnectInvestigate anda visual variety and understand arts communicate of issues,sources responsible ideas, for an subject understanding and safety themes matter, precautions with ofsymbols, visualconcurring withinarts and careerhumanities ideas.the visual opportunities. andarts. science characteristics. 8.7.6. C,M,DI, 0,DI, C, PE PR,IN, WW discussionPE:Assessment performance; (group); Legend: E: M: exhibition;5: matrix; statewide; IN: D: interview demonstration;T: teacher-made (individual); LJ: tests; log/journal; SU: PO: survey portfolio; W: writing; PR: project; RU: rubric; C: checklist; CR: critique; 0: observation; DI: 9. LJ, DI, W, C 18 Art Strand worksStudentsCONTENT ofCreate artSTANDARDwill and use design. their 2: creativity in a wide variety of media, techniques, processes, and tools to develop original andAssessment Possibilities Options A.2.1.Grades 9-12 (Student Learning Expectations) techniques,Apply inquiry, and research, tools. and exploration to create art works using a wide variety of media, processes, 1. PR, PE, R, IN, 0 A.2.2.A.2.3. evidencedGenerateconcerns.Create art and worksthrough communicate that sketches, evidence ideas models, thinking, that and/or create awareness other multiple visual of solutionsdesign formats. elements to specific and visual principles, art problems and aesthetic as 3.2. PR, R,0, 0R, IN A.2.6.A.2.5.A.2.4. CreateandCommunicateCollaborate tools. a body cognitivewithof art others works and to that affectivecreate share products perceptionsan underlying relevant through visual to visual a idea, wide art content, variety experiences. of or media, theme. processes, techniques 5.4. 6.RU,PR, PR, PO,0, R,0, PR, DIN, M D discussionPE:Assessment performance; (group); Legend: E: M: exhibition;5: matrix; statewide; IN: D: interview demonstration;T: teacher-made (individual); LJ: tests; log/journal; SU: PO: survey portfolio; W: writing; PR: project; RU: rubric; C: checklist; CR: critique; 0: observation; DI: Art Strand 20 21 Reflect/Respond/RediscoverCONTENT STANDARD 3: andAssessment Possibilities Options Gradespresent),Students 9-12 ofwill environments, (Studentreflect upon, Learning respondand ofExpectations) diverse to, and cultures. rediscover the art work and concept of self, of others (past and A.3.2.A.3.1. AssessusedAnalyze, in the evaluate, students' and own defend workart works the and content theand work the and worksof manner others of others. inusing which current subject assessment matter, symbols, practices and and images tools. are 2.1. W,LJ, M, 0, CR,W, RPE, DI A.3.5.A.3.4.A.3.3. potentialAssemblePrepareCritique art andover a worksportfolio present a period in terms oftheir oftheir time. ownof own history, work work in culture, which exhibit/display reflects and aesthetics. visual format, art actualexperiences or virtual. and shows growth and 4. 5.3.E, PO,CR, 0 W,0, C, DI, M R A.3.7.A.3.6. disciplines.Reflectreferences.Relate theirupon own ways style, in which intent, art and/orconcepts content can be to projectedinfluences into by life-longknown artists, learning diverse experiences cultures, in variousor natural 7.6. LJ,W, LJ,W, DIIN, DI discussionPE:Assessment performance; (group); Legend: E: M: exhibition;S: matrix; statewide; IN: D: interview demonstration;T: teacher-made (individual); LJ: tests; log/journal; SU: PO: survey portfolio; W: writing; PR: project; RU: rubric; C: checklist; CR: critique; 0: observation; DI: 22 23 Visualnot intendedThi's Art glossary Glossary to serve was as developed a vocabulary for the list purposefor students. of aiding teachers when using this document. It is not a comprehensive list of art terms. It is Analyze-AffectiveAesthetics- domain-To The investigate philosophical A mind how component elements study of that andthe deals naturedesign with ofprinciples emotionalworks of are art response usedand how within people the content respond of toart it work with their senses, intellect and emotions ColorCognitiveDesign-Critk- Wheel- One domain- The who The process describes,orderlyA component of arrangementforming analyzes, of athe plan mindinterprets, of for colors thata work dealson and ofa circularevaluatesartwith and rational involveschart art thinkingworkin thenot orderonly the of thecontent spectrum but the grouping and arranging of the elements in createsEnvironment-Elements a three-dimensionalof Visual The surroundings, Art-The space.six building anything blocks external or ingredients that affects of us art either work--line,a composition natural shape/ or man-made. form, color, Environment value, texture/pattern art is that in and which space the artist Form-etc.)FieldEvaluate- observation- The Appraise three dimensional Gatheringor value informationaspect of a andwork gaining understanding outside the classroom (museum visits, artist's studio, on-site drawing, balance,PrinciplesexhibitionPortfolio- rhythm, A portfolioof purposeful Design- unity/harmony, with There collectiononly arethe contrast,bestmany of work. work of theseand Itincluded. may emphasis. that be helpaSome working the portfolios artist portfolio organize are which discrete or isuse a and cumulativethe have elements only record oneof art. typeof Athe fewof artist,work. of the or principlesit may be arean 24 25 Grades K-4 Visual Art Scenarios concepts/ideas.Inquire/Explore/DiscoverCONTENTStudents STANDARD will inquire/explore/discover 1: historical, cultural, social, environmental, and personal references from which to develop Goingexamples on a Color of color Exploration used in dailyMr. life, B the helps workplace, his students and tothe explore community. color. AsHis a students, class, students recalling create learned a list concepts of colors. (i.e., From colors, this list,feelings, a tints, and shades), discover skillsspectrum.discussion associated The follows exploration with on color the mixing. alsowide includes varietyMr. B's of classartists' colors paints use in the of the environment.color three in primarybook Studentsillustrations. colors (red,explore Students yellow, crayon blue)identify colors, to beginand the demonstratecolor their wheel,color wheeA. rainbows,the appropriate Then prisms students and mix primary colors to create critiquesecondaryCONTENT and colors display STANDARD (violet, their orange,color wheeh. green) to apply to their color wheel After discussing their experiences and solutions, all students CoolStudents Printmaking-HotCreate will use their Collage creativity in a wide variety of media, techniques, processes, and tools to develop original works of art and design. 2 discusscool colors how (feelings, colors affect nature, their imagery) TakingMs.mood. &oldie Then,throughone Carp piece they printmaking wants ofare paper introduced her thatstudents and is collage. pre-cutto andto understand experienceUsinginto a thefish the artbowl the reproductiondifference correctshape, usagestudents between of Matisse's of createthe warm printing aoldfishaand background coolimplements. (1911), colors. with students First, tempera the students paint using explore only warm the three and yellow,toofcool worktempera colors orange) in a (blue,on small construction a styrofoam green, group. violet) As paperplate this and groupsoto printingcutstudents offish students implementsshapes can dip worksto the glue (i.e., implements at to thesponge the printmaking picture. shapes, to print The table,packingthe completed background. the peanuts, remaining art work Thisfeathers). students is is a set mixed Theup are at teachermedia usingone table piece: warm-coloredplaces to printmakingallow a small (red, amount students portfolaand collage. Students exhibit their work for evaluation using comparison and contrast.2 After6 the exhibit, pieces are saved in the students' art Reflect/Respond/RediscoverCONTENT STANDARD 3 of 3-DStudentsdiverse Animals cultures. will Migratereflect upon, to the respond Museum to, and rediscover the art work and concept of self, of others (past and present), of environments, and appropriateness.discoverone. Her classhow to discusses manipulate Students museum then clay manipulate (plasticine, etiquette forms(touching, Mrs.clay, Ettietosalt create noise, flourKitt's adough) schoolappreciation)3-D imaginary/real intois not basic nearand forms museum an animal art that museum, thatknowledge stress shows movementbut movement(curator, she wants (stretch, docent, andher expression.students bend,donor). twist) Studentsto be and prepared should they get the opportunity to visit tour,The(sketch students students and leave label)select the at favorite leastroom one andpiece(s) sculpture. prepare of art to Students fromenter the theStudents reflect "exhibit" 'museum." on label totheir critiquetheirThe museum teacherart (journal, piece manners helps with discussion, thea andtitle, students personaldate, creative and review reactions signature dramatics, museum to (numbered the etiquette.video) 3-D forms. and/or note During card). record the Then they imagine the classroom as a museum. GradesInquire/Explore/DiscoverCONTENT 5-8STANDARD Visual 1: Art Scenarios Ancestorconcepts/ideas.Students Boxeswill inquire/explore/discover historical, cultural, social, environmental, and personal references from which to develop ownIn K. names, M.'s sixth individual grade artsymbols class,After , studentsandinterviewing heritage create andfamily Ancestor cultural members symbols Boxes.Then and students (i..e., researching music, explore family family the legends metaphorgenealogy, and ofhistory, students "boxes"--to heirlooms, create hide and etc.). items, critique store personal memories, logos keep derived secrets, from suggest their gifts, etc. Then students objectifmarkerscreate they (ceramic, werea and"memory" able assemble etc.), to of ameet. theirsymbol their (Anancestral boxes. of alternate their The heritageown studentsgift heritage, could by transferring use be to informationonebe placed that a anportion in aboutancestor the ofbox. their their Thewould family personal "heirloom" give histories tologo the should toand student.) the 28characteristics besides a meaningfulThe and students top to of creategift a boxjustify to an using theirancestorheirloom color gifts 29 by sharingwriting on with the the underside community of thea video lid. This of "presentations" project could beof theextended ancestor by boxes.displaying the boxes with related cultural literature and making and CONTENTCreate STANDARD 2 InCreatingStudents the classroom Fossils will use oftheir 5. creativity0., students in a create wide variety"fossils" of tomedia, explore techniques, how the record processes, of living and things tools tois developrevealed original by fossilization. works of art and design. imaginedthatStudents tell stories researchdinosaur. and and express(They discuss "compose" ideas. characteristics their dinosaur of prehistoric beforeStudents they creatures press collect, thein illustrations, objectsarrange, into and fossils,the press clay.) videos, sticks, The teachertoys,bones, 3-D andfires models, otherthe clay naturaland to art create objectsforms a into slabs of clay to create the skeletal structure of an dimensionalnaturalfossil and/or pigments. media, a negative techniques,These for"fossils" which and are processesa positive buried and plasterto portray re-discovered cast their canStudents "creature." be using made. write archeological Students and edit stain descriptionstechniques. the dry plasterof their form"creature's" with watercolor behavior, or habitat, other and diet, and they use a variety of two- and three- ofStudentsReflect/Respond/RediscoverCONTENT diverse STANDARDwill cultures. reflect upon, respond to, and rediscover the art work and concept of self, of others (past and present), of environments, and 3 similaritiesStudentsFamily Portraits create that occur family in portraits photographs after studyingand various photographs periods and and environments paintings from or cultures.various historical As their workperiods. progresses, Students students note differences record their and createdtechniquesreflections as and"paper and learning establish dolls" inso thetheir that size journals.they and may proportion be easily ofmoved eachStudents into figure a workable in learn the familyabout composition, sizeportrait and they traced,proportion create. and and painted.The the figures golden Students in mean their experiment portraitsthrough a are withcreated first system of using circles, rectangles, and folding members.color and technique as they paint their "family portraits."When the portraits are displayed in the hallways for parent-teacher open house, a 30video is made of students introducing the family 31 GradesInquire/Explore/DiscoverCONTENT 9-12 STANDARD Visual 1: Art Scenarios Definingconcepts/ideas.Students Creativitywill inquire/explore/discover historical, cultural, social, environmental, and personal references from which to develop strategiesandofMs. mindcreativity Ima domains (i.Teacher e., in How daily (cognitive, prepares does life? problemCan aaffective, classcreativity solving for sensory, the be relate activitylearned?) and to creativity?Toward intuitive) Students A in PersonalWhat an are open-discussion makesasked Definition tosome brainstorm individualsof format. Creativity to Madam develop more by presenting creativeX aguides list of than discussionsynonymsinformation others? withfor Whaton the braininquiry isword the function value forknowcreativity.presented independent or know Continuing to of. the research(i.e., group. in takes an (libraryopen-discussion risks, isresources, curious, format, sees Internet, things/situations students interview) are asked toward as possibilities, to each describe student isand aware writingrecord of voids,acharacteristics personal plays definitionwith of ideas, a creative of etc.). creativity personTime tois they givenbe CONTENTStudentsCreate STANDARD will use 2their creativity in a wide variety of media, techniques, processes, and tools to develop original works of art and design. creativeHeMr.Art believesWorkHulahoop processes in athat Seriesthinks by creatingof it elaboration,is essential a series thatfluency, of hisrelated students flexibility, art works, create and studentsoriginality. a series will of He artmake wantsworks connections histhat students share in an their to underlying select thinking themes visualprocesses that idea, are and content, interesting engage or theme.in to the them createliteraturepersonally. at leastor These music, three themes or art art works worksmay includinginclude, from the but at student's leastare not one limited portfolio.three-dimensional to, visual After elements,the studentspiece.32 personal select interests, their themes, generational Mr. Hulahoop concerns, instructs influences them of to 33 of StudentsReflect/Respond/RediscoverCONTENTdiverse cultures. STANDARDwill reflect 3 upon, respond to, and rediscover the art work and concept of self, of others (past and present), of environments, and ****ScenarioAfterInfluences completion designed of several for advanced art works program and after review of known artists, diverse cultures, and natural references (i.e., shells, rocks, andVinci,individualtexture influences the rubbings), studentstudent's for their understandsMr. inspirations choices. da Vinci Student thatinstructs for hea givenhaspresentations his made art studentswork choices mayor series to suchinclude communicate ofas artplayingcolor/value, works. athrough musical Even subject ifwritten, compositionthe matter, student's verbal, and or artvisualtheme. recording work and/or Students is initiallythat audible communicates reflect directed means upon by thereasons Mr.the da showpresentrhythmickindred examples an nature, spirits essay of visualamong or the performance. artists'images the artists works or themes, Somethat (i.e., they reproductionsstudents color have relationships, studied,may inbring books, they naturalor abstractions,describe texts, objects prints, the thator styles,slides, incorporate have techniques,and spurred digital slides their reproductions) and or creativity.a themes Power Pointof Whenfor those comparison. presentation, students artists. Theyrecognize or also 34 35 Music StrandTheContent student Standard will sing 1 and/or play an instrument utilizing a varied repertoire of music. Assessmentand Possiblities Options M.1.Grades 1. K-4 (Student Learning Expectations) Differentiate between the speaking and singing voice. 1. M.1. 4.3.2. SingPerformEcho or vocally play with music accuracyand/or from instrumentally pitch, diverse tempo, cultures, rhythm, rhythm, genres, tempo, phrasing, and pitch, styles. and dynamics, dynamics. (Suggested and phrasing. possible resources: Music 4.3.2. PR,0,C,T, PE,0, 0, D PE,b b M.1. 6.5. Sing or play inrounds, groups, ostinati, blending conductorEducatorsand timbres, partner inNational matching songs. formal Conferenceand/or dynamic informal levels, [MENC] performances. and guidelines responding and to musicthe cues from of a"The World's Largest Concert") 6.5. C,0, PEE, PE PE:Assessment performance; Legend: E: exhibition; 5: statewide; b: demonstration; T: teacher-made LJ: log/journal;tests; PO: portfolio; W: writing. PR: project; C: checklist; 0: Observation; 36 37 TheContent student Standard will create, 2 compose, arrange, and improvise music as developmentally appropriate. andAssessment Possibilities Options M.2.Grades 1.2. K-4 (Student Learning Expectations) ImproviseCreate short simple rhythmic rhythmic and andmelodic melodic patterns. ostinato patterns. 2.1. 0, E,D M.2. 5.4.3. CreateImproviseinstruments and melodiessimple arrange rhythmic and andmusic non-traditionalrhythms andto accompany melodic using sources,a variations variety selections ofsuch onsounds, from familiaras computer, children's including melodies electronic, literature.voices, or a given body or recordedpentatonicpercussion, sounds. scale. classroom 5.4.3. PR,0, PE, C,E, D0,LJ, D W PE:AssessmentM.2. performance;6. Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;Improvise movement to songs or instrumental pieces when appropriate. 6. 0, b Music StrandTheContent student Standard will read 3 and notate music. Assessmentand Possibilities Options M.3.Grades 1. K-4 (Student Learning Expectations) Recognize, correctly name, and count note and rest values of whole, half, quarter, eighth, sixteenth, and 1. T, C, 0, W M.3. 3.4.2. IdentifyUseReaddotted a simple systemnotes. and correctlymeter (syllables, signatures interpret numbers, correctly. signs or (e.g., letters) treble to read and pitchbass notationclef, etc.), in symbols,the treble (fermata,clef in major coda, keys. etc.), 4.3.2. T, C, 00, W PE:Assessment performance; Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal;38 PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;and terms relating to pitch, rhythm, dramics, tempo, and articulation. 39 TheContent student Standard will listen 4 to, analyze, describe, and evaluate music and musical performances. andAssessment Possibilities Options Grades K-4 (Student Learning Expectations) 1. C, 0, D M.4.M.4. 4.3.2.1. IdentifyDescribe musicinstrumentphrases aura/ forms andexamples families AB, sections ABA, ofand music andof individual music Rondo. and thatmusic instruments are performances. the same, within similar, the families or different. and recognize adult male, 4.3.2. T, PO,C,0, 0,LJ, PR, D W 0, E, PE:Assessment performance; Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;adult female, and children's voices. D, W Music Strand GradesContentThe student K-4Standard (Student will 5relate Learning music Expectations) to diverse cultures, society, history, and other arts and disciplines. Assessmentand Possibilities Options M.5. 2.1. Gershwin.ExploreExamine patriotic the Arkansas songs stateof the songs United and States folk andmusic music of Arkansas of American and thecomposers, United States. such as Ellington and 3.2.1. LJ,T,PO, PR, W0, PE0, PE, M.5.M.5. 6.4.3.5. IdentifyParticipateSing/play musicconnections insongs musicfrom and various activitiesbetween play musicalperiods, musicthat correlate games composers,and the from with other diverse andother arts, cultures. disciplinescultures. including similarwhen appropriate.terms, historical periods, and 6.5.4. PR,T, 0, 0, LJ, PE, W DW PE:Assessment performance; Legend: E: exhibition;S: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;styles. 40 41 Music StrandTheContent student Standard will sing 1 and/or play an instrument utilizing a varied repertoire of music. Assessmentand Possiblities Options M.1.Grades 1. 5-8 (Student Learning Expectations) developmentallySing and/or play appropriate.a musical instrument accurately with correct fundamentals and techniques as 1. PO, C, 0, PE, D M.1. 2.3. Performphrasing.AssociationSing and/or music [ACDplay at appropriate music A], Arkansas of varied levels School genres of difficulty Band and and styles (such Orchestra with as prescribed appropriate Association by expression, the [ASBOAL Arkansas interpretation,and Choral Music DirectorsEducators and 3.2. PO, 0, PE, D PE:Assessment performance; Legend: E: exhibition; 5: statewide; D: demonstration; T: teacher-made LJ: log/journal;tests; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;National Conference [MENC]) in formal and/or informal concerts. ContentThe student Standard will create,2 compose, arrange, and improvise music as developmentally appropriate. Assessmentand Possiblities Options M.1.Grades 1. 5-8 (Student Learning Expectations) 1. PO, PR, 0, PE, M.1. 2.3. guidelines.ExploreCreateImprovise and the simple arrange role of melodies technologyrhythmic and/or and in melodic theaccompaniments creation/composition phrases. and compose of music. short pieces within specified 3.2. PO, PR, 0,0, PE, 0, W D PE:Assessment performance;42 Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation; 43 Music Strand GradesContentThe student 5-8Standard (Student will 3read Learning and notate Expectations) music. PossibilitiesAssessmentOptions and M.3. 2.1. terminology.ReadUse and technology, notate simple when and applicable, compound to developmeters, readingrhythm, andpitch, notating and dynamics skills. using standard symbols and 2.1. T, PR,PO, C, 0, D, M.3.PE:Assessment performance; Legend: E: exhibition; S: statewide; D: demonstration; T: teacher-made3. LT: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;Sight-readmusic in treble and/or other clefs in various keys and meters within specified guidelines. 3. T, C, 0, PE, D TheContent student Standard will listen 4 to, analyze, describe, and evaluate music and musical performances. PossibilitiesOptionsAssessment and GradesM.4. 1. 5-8 (Student Learning Expectations) Evaluate performance through critical listening for the purpose of self-correction. 1. PO, 0, PE, D, M.4. 3.2. CompareinstrumentalEvaluate the and elementsand contrast vocal andtwo timbres, componentsor more forms, styles oftextures, ofa musicalmusic. etc.). composition using appropriate terminology (e.g., 3.2. T,LT, PO, W PR, C, 0, M.4.M.4. 4. 5. UtilizeRespond technology to a musical to listen performance to, analyze, as describe,an informed, and actively evaluate involved music and listener musical in a performances.variety of settings. 4. 5.PO, PO,PR, PR, C, C, 0, 0,D, b, PE:Assessment performance; Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LT: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation; 44 45 Music StrandTheContent student Standard will relate 5 music to diverse cultures, society, history, and other arts and disciplines. PossibilitiesAssessmentOptions and M.5.Grades 5-8 (Student Learning Expectations) 1. Identify commonalities between music and the other fine arts (e.g., rhythm/movement, timbre/color, 1. T, PO, PR, C, 0, M.5.M.5. 2.3. Recognizeetc.). that musicalevents indevelopment society and ismusic a continuum are interrelated. influenced by historical and technological events. 3.2. T,PE,W PO, D, PR,LJ, WC, 0, M.5. 5.4. IncorporateDemonstrate technology ways music to distinguish and other waysdisciplines in which are music integrated. relates to diverse cultures, societies, 5.4. PO,PE,T, PO, D,PR, PR,LJ, C, W C,0, 0b, , PE:Assessment performance; Legend: E: exhibition; 5: statewide; 0: demonstration; T: teacher-made LJ: log/journal;tests; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;historical events, and the other arts and disciplines. LJ, W GradesContentThe student 9-12Standard (Student will 1 sing Learning and/or play Expectations) an instrument utilizing a varied repertoire of music. andAssessment Possiblities Options M.1. 1.3.2. appropriate.PerformDemonstrate a variety independenceappropriate of music literaturesmall by performingand according large ensemble alone to theor in stylisticperformance ensembles, period, techniquese.g., using trio, technology octet, during etc. formal when and/or 3.2.1. PE PE, b0, b PE:Assessment performance; Legend: E: exhibition;5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;informal performances.46 47 Music Strand ContentGradesThe student Standard 9-12 will (Student create,2 Learning compose, Expectations) arrange, and improvise music as developmentally appropriate. PossibilitiesAssessmentOptions and M.2.**** indicates1. expectations for advanced programs of music Compose rhythmic and melodic phrases. 1. T, PR, PO, 0, E, M.2. 4.3.2. Arrangegenerated).ComposeExplore thesegments music role thatof oftechnology encompassesvocal or instrumental in the the creation use piecesof meter,of vocal (manuscript tonality, and/or and instrumental or computerstyle periods pieces.generated). (manuscript or computer 4.3.2. T, PR, D,PO, PO, 0, EE, M.2.M.2. 5. 6. "'Given*****intended Arrange a melody, (e.g., or transposeSAB improvise to SSA pieces harmonicor transposition for voices phrases orfrom instrumentswithin brass a tospecific woodwind.) other framework than those of for a givenwhich style. they were 6.5. T,E, PO,b PR, C, 0, M.2. 8.7. *****Improvise*****Given a chord a melody progression, consistent improvise with meter, a melody tonality, within and a givenstyle asstyle. dictated by the selection. 8.7. T, T,b,D,PO, PO,E PR, PR, C, C,0 0, PE:Assessment performance; Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LT: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation; b, E 48 49 Music StrandTheContent student Standard will read 3 and notate music. PossibilitiesAssessmentOptions and GradesM.3. 1.2. 9-12 (Student Learning Expectations) Demonstrate an understanding of the language of music (e.g., notation, texture, and timbre). 2.1. T, PO,C, 0, PR D M.3. 4.3. GivenSingcurrentNotate or a rhythms, musicplayspecific intervals software. sight-readingtonalities, that arearticulations, method, of a major sing and or or minor expressive play simpletonality. markings melodies usingchosen traditional by the conductor. manuscript or 4.3. PE PE, D, T , T, D PE:AssessmentM.3. performance;5. Legend: E: exhibition; 5: statewide; D: demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;Given a specific sight-reading method, sing or play the assigned part within the group. 5. PE, b, T ContentGradesThe student Standard 9-12 will (Student listen4 to,Learning analyze, Expectations) describe, and evaluate music and musical performances. PossibilitiesAssessmentOptions and M.4. 2.1. purposes.Comparepieces.Analyze aural and examplescontrast specific of literature characteristics by describing of selected the uses literature of musical for elements performances inherent or withinlistening the 2.1. W,D,T, PO,E C, LJ, PR, PO C, 0, M.4. 6.5.4.3. "'DescribeRecognizeAnalyzeApply criteria individual and for shareanalyze making or thegroup the emotionalinformed performances vocal/instrumental judgmentsresponses for the evokedconcerning techniques purpose by the ofthe experiencedcompositionimproving artistic merit intrinsic performed. in of performance. a motivation.composition. 6.5.4.3. T,W,PE,C, PO,C, LJ, 0, PR, 0C,W, W PO, PE:AssessmentM.4. performance; Legend: E: exhibition;S: statewide; D: demonstration;T: teacher-made7. LJ:50 tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation;*****Appraise and modify musical performances through a comparison of exemplary models. 7. C,PE 0, PO, LT, W 51 Music StrandContentThe student Standard will 5relate music to diverse cultures, society, history, and other arts and disciplines. PossibilitiesOptionsAssessment and M.5.Grades 9-12 (Student Learning Expectations) 1. Exhibit self-discipline and teamwork in daily rehearsals and musical performances. 2.1. b, 0, C, PE M.5.M.5. 4.2.5.3. IdentifyModelIdentifyExplain appropriate and waysthe perform role to transferofetiquette music musical andrepresentativeas both its knowledgeeffect a performer on of society diverseand and skills and an cultures. observer.toculture. lifelong career, community, and leisure 5.4.3. PR,T,PE, W, C,0,C, PO, b C,0, bLJ,PR, W D M.5. 6. those"'Compareactivities. of music. and contrast the elements, processes, and organizational principles of other fine arts to 7.6. T, PO, W, PR M.5.M.5. 8.79. "'Determine"'Given*****culture. Aurally a musical identifyfactors composition, representativethat influence define musiciansexamples its aesthetic ofwithin literature qualities historical by historicalwithin time theframes. period. context of history and 9.8. T,C, PO,C,T, W,PR, PR, PR b C, PE:Assessment performance; Legend: E: exhibition;5: statewide; I): demonstration;T: teacher-made LJ: tests; log/journal; PO: portfolio; W: writing. PR: project; C: checklist; 0: observation; LJ, W 52 53 AB-a musical plan that has two different parts or sections Music Glossary bluesaurakrelatingarticulation-ABA-a break- musical correcta to response plan the attackear,that toorhas theand the three call decaysense in sections, a of12-bar soundhearing first blues and song, last e.g.,sections when are a singerthe same; sings the and middle an instrument section is answers different the singer at the end of each form-thedynamics-Thebody percussion- overall loudness plan making of aand clapping,piece softness of music, tapping, of sound e.g., snapping AB, ABA or orother rondo percussive sounds with the hands, feet or other body parts of the three phrases genre-style,majorinterval-theharmony-two key- category, a series distance or more of class tones between different or arrangedsort twotonesof music pitches in sounding whole step, at the whole same step, time half step, whole step, whole step, whole step, half step. It is the same meter-Madrigal-ostinato- a pattern a asecular rhythm of fixedpiece or melody beats of music as pattern indicated from thethat Renaissanceby repeats time signature; period can that be is simple predominantlyascending (duple and or adescending triple) cappella or compound a small ensemble, usually of 8-18 people rondo-apitch-phrase-apentatonic the musical musicalhighness scale- form A"sentence" orscale inlowness which that that hasa of section expresses afive tone tones is repeated, oneto the thought octave. with contrasting The tonal pentatonicsections in scalebetween has (such no semitones, as ABACA) e.g., C-D-E-G-A. sight-read-round-timbreSA TB-soprano, a follow-the-leader(tone singing color)-the alto, or playing tenor, quality process anda piece ofbass ina pitchofwhich vocal music as allparts produced withoutsing the preparation sameon a specific melody instrumentbut start at asdifferent distinct times from (i.e.,a the different canon) quality of the same pitch on sometranspose-tonality-Twelve-bar other a instrument system to bluesplay ofor chord organizingrewrite progression- a composition pitch in which in aa keysingle other pitch than (or the tone) original called one the tonic is made central IV-IV-I-I 55 GradesTheCONTENT student KSTANDARD - 4will Music sing 1: and/or Scenarios play an instrument utilizing a varied repertoire of music. andMoonStudents accompany Boat" sing from "Calypso,the China song andwith Calypso, accompanydrums " afromMrs. song the Kenya.Timbre from song Trinidad, Finally,useswith glockenspiels,songs students and fromaccompany sing "The xylophones "Little World's it with Birch Largesttheand Tree" steel the Concert"fromgong. drum Russia Studentsand to maracas. teach and also are her sing"AmaniStudentsshown students examples then songsUtupe" sing fromof from"Silver a diverse Kenya cultures, genres, and styles. TheCONTENTbalalaika student STANDARDand will flute create, from2: compose,Russia. arrange and improvise music as developmentally appropriate. Ms. Soprano uses the C pentatonic scale (C,D,E,G,A) to teach rhythmic variations. Using the song "BINGO," she teaches the rhythm: Quarter Quarter Eighth - Eighth Quarter B8 I NN G& 00 clapping the featured rhythm. Students echo clap the traditional rhythm asStudents they sing are the assigned melody xylophones, in 4-beat patterns. tnetallophones, The teacher and glockenspielleads the class to perform singing the variation.song and The class sings the song and I patternperforms in the the traditional song is performed rhythm on firstbars by C. the11), teacher E, G and and A. followed by the answerFollowing by students this exercise, 1, students are assigned an order in which to perform the variation to the song. The featured rhythmic 2, 3. Students are allowed to create a analyzedvariation onby thethe traditionalclass 56to discuss rhythm, differences incorporating in the dotted variations rhythms to theand traditional rests in Aftera rhythm.4-beat the variation.song is performed, the teacher writes the rhythms performed by students 1, 2, 3 on the board. Each pattern is 57 CONTENT STANDARD 3: SheThe studentthen shows will reada song and written notate out music. in a music book and asks the children if theyMiss see Pentatonic anything in begins their books a unit thaton music looks notationsimilar for kindergarten students by showing a poster with a picture of a music staff. to the onpicture are called on her a staff. poster. When children say they see Nines" with music notes onUsingNext them, she five she explains rolls explains of electrical that that a staffthose tape has lines for five a that class lines the activity,and music that isMiss the written linesPentatonic are numbered calls on twofrom students bottom toat top.a time to place horizontal lines on studentstheirthe floor lines thattopull straight. be arenumbers sure 5 The feetthey from numberslong. place the Students the container1-5 numbers are arrange printed and correctly. place onthe large lines the indexnumbersin the cards shape on and theof a placedlines staff. of inThey the a container staff use inthe the (largelines correct on coffee the order. floorcan). The tiles Then teacher she has monitors five the to help them keep andMrs.TheCONTENT student aBass triangle STANDARD introduces will is listen used 4: to,ABAto representanalyze, form by describe, partshowing B. Mrs. and pictures Bassevaluate ofplays different music a song and shapes from musical theto representperformances.textbook, musical'Now Let form. Me Fly"A square to demonstrate is used to ABArepresent form. part A, As the whenstudentswheresections they the change,are sectionhear given Section Mrs.changes shapes Bass B. ofoccur holds squares by up raising theand different triangles their hands shapes. and whenare Mrs. instructed Section Bass thenBto starts hold plays upand the lowering recordingsquares their when again hands they and when hear asks Section the students A repeats.and tothe indicate trianglesFinally, Mr.TheCONTENT Co-op student STANDARD teaches will relate 5:a unit music to go to withdiverse a reading cultures, selection society, that history students and otherare studying arts and in disciplines. the third grade reading textbook. The story is 'Moses thenvideotapewithGoes theplays To percussionist A of theConcert" the gong song Mosesclose withwho the to isis thealso asign hearing-impaired balloon hearing language so impaired. theand children thenchild Mr. practicewho Co-opcan uses feel the reviews sign the signs language.vibration. thefor thesong song.Mr.He "This andCo-op Mr. Land other Co-op then Is students Your teachesgives Land" each in thehis withchild studentsclass his a goblown-up students. tothe a definitionconcert balloon They and watchof and a visit hisStudentsBeethoven'sorchestra students alsoand morestruggles listenpercussion, about to with"The the deafnesswhich Storm"life and are sectionmusicas used a composer of infrom Beethoven.the Beethoven'sstory. and Mr.a Hemusician. Co-op will Pastoral use discusses Students other Symphony, resources listenBeethoven toNumber Beethoven'sincluding with 6 Laterhis several students. Symphony in the books school He Numberabout tells year theBeethoven. 5,Mr. studentsFirst Co-op Movement. teachesof 59 CONTENTScenarios STANDARD for 5-8 1:Music decadeThe student of the will twentieth sing and/or century. play Through an instrument singing utilizing and playing, a varied the repertoirestudents learn of music. aboutSixth Ragtime, grade Jazz music (Blues, students, Swing, along Big withBand), their Broadway teacher, Ms. Melody Box, sing, play, and create movements to songs from each emphasized.performancewhichShow Tunes,students Political, Rockutilizing perform 'n social, Roll,digital music '60s and pictures from Folkhistorical Music,each representing issuesof Disco, the timeare Rap, classroom integrated periods. etc. Throughout Aactivities with PowerPoint the thismusicthat musicalleadpresentation of eachup unit, to decade. this correct is performance. incorporated The vocal culminating and in instrumental conjunction activity fundamentalsis with a program the inare TheCONTENT*This student scenario STANDARD will addresses create, 2: compose, all the Music arrange, Content and improvise Standards. music as developmentally appropriate. classStudentstwelve-barFifth grade to arrange are bluesmusic divided its chord students composition. into progression teams in Ms. Groupand Lyric in given the Lane'sperformances key the generalof criteria C. The consist musicthat components will classof beone usedcreate or of two tothis their assessstudents music own their form twelve-barplaying projects.are chordsdiscussed, blues Each on songs. classroom group along The meetswith studentsinstruments, the independently history are taughtofone the or duringBlues. thetwo representsclasses.evaluatesstudents Studentsplaying whether Blues the andthen the "breaks," the criteriacompare other hasand recording and beenone contrast member met by andBill two improvisingHaley offers recorded andconstructive versionsThe the Cometsmelody comments.of *Shake, usingrepresents the Rattle, The lyrics Rock performances and that 'n Roll." Roll.the group OneIn areaddition recording created.videotaped to creating Theby Bigand remainder Joe reviewedtheir Turner own of bythe other class CONTENT*Thiscompositions, scenario STANDARD theaddresses students 3: all learn the Musicproper Content performance Standards. and audience etiquette and team-building skills. patternsStudentsThe student simultaneously. in Mr.will Velonread and Cello's Innotate preparing eighth music. grade for this instrumental activity, the ensemble students demonstrate count each rhythmic rhythmic phraseindependence out loud. by Then playing the differentstudents rhythmic play each turnedrhythmictherhythm process into pattern stability a by game playingon is a wheredemonstrated unison its assignedpoints pitch. are Next,by pattern. earned selecting each Sectionsfor instrumental aeach student aresection addedfrom section as each itsone teamis atsection assigned a membertime to until performa specificsuccessfully the whole as rhythm a smallensemble demonstrates pattern ensemble. is toactively perform. rhythmic This engaged. learning One independence. section60 Individualactivity begins may be 61 TheCONTENT*This student scenario STANDARD will addresses listen 4: to, analyze,Music Content describe, Standards and evaluate 1 and music3. and musical performances. instrumentpercussion)Mr. Ron beau families visually and his are and seventh heard orally. andgrade This discussed. learninggeneral musicis As reinforced recordings class identify through are introduced,the activities four families such students asof instrumentsinstrument are asked bingo, (strings,to expand etc. woodwinds, Exemplary their listening brass, recordings skills and by of conductor.musicexamplescomparing concert include and from contrasting written Carnegie reflection various Hall via stylesand the evaluation withInternet. reference Opportunitiesutilizing to instrumentation,correct are musical provided terminology.texture, for student dynamics, The questions students tempo, to thencolor,orchestral participate mood, members etc. in Assessment a live, and interactivethe TheCONTENT*This student scenario STANDARD will addresses relate 5: music Music to Contentdiverse cultures,Standards society, 4 and 5.history, and other arts and disciplines. studentsTheTheincludes eighth students in gradesongs,the productionlearn mixed dress, madrigals chorus, and of "Ye instruments andunder Olde other theMadrigal appropriatedirectionfrom thatFeaste." of period. Ms.songs. Art Sarah Chorus students Teachers Nade, students design isand introduced students useand thebuild toInternetfrom theRenaissance theset to otherand take decorations; arts musica virtual and by disciplines tourwatching instrumental through ajoin video a themedievalmusic whichchorus castle. rehearsals,studentspoetry; performsocial students studies on appropriatepay classes special study instruments;attention historical to posture,dance events students diction, of the Renaissance teachand expression. and perform period, AfterFor period etc.the the production, dances;chorus members language chorus learn studentsarts studentsthe songs,dress read in students period Renaissance are given the opportunity to audition for vocal solos or speaking parts. During Scenariossociety.costumes. Throughfor 9-12 theMusic culminating performance, students are able to relate the music and culture of the Renaissance period to modern differentTheCONTENT student mu621 STANDARD will genre. sing 1: and/or play an instrument utilizing a varied repertoire of Withinmusic. the choral warmup, Mr. Barry Tone's students perform portions of compositions that incorporate singing styles from cultures. Because of the wide array of music selected for the clinic, directors haveDuring the the opportunity ACM Reading to plan Clinic their directors concerts have for the an opportunity to hear literature in a variety of voicings, style periods, and approachngTheCONTENT student STANDARD year. will create,The results compose, of this arrange, process and provide improvise the students music as with developmentally exposure to diverseappropriate. musical styles. 2: played.Mr.ThreeVocal Jolly ofInstrumental Students Mrs.Bass's Ann students transpose Tune's instudents athose small partsarrange band for that a the composition lacks instruments full instrumentation arranged they play. for SAB often to condenseSSA. scores to insure that all important parts are CONTENTAfterThe student studying STANDARD will the read3: procedures and notate for music.harmonic progressions and cadences, music students at Write On High School are assigned a melodic CONTENTassignment,theme. Using STANDARD students available 4: present music software,their arrangement students exploreto the large harmonic ensemble progressions as a sight-reading and cadential exercise. movement. Upon completion of the artisticselectedTheAfter student merita performancesunit will ofon listenthe concert performances. to, based analyze,programming, on describe, criteria high set and school forth evaluate inmusic the music unit students studied. and performmusical A written performances.at Region analysis Festival. enables Then the students students compare to effectively and contrast assess the TheCONTENTAfter student preparation STANDARD will relate 5:of concertmusic to pieces, diverse Mrs. cultures, Alto Diva society, invites history, teachers and otherand students arts and ofdisciplines. other disciplines to a private performance where eachover-arching teacher connections within the historical are made and between literary their context subject of the matter discipline. and the selections performed. This alignment is64 further explained by Arkansas Dance Curriculum Framework-1995 65 StrandIntroduction 1:2: BasicArts in Elements Civilization of Movement earlierAllStrand "Student grade 3: Artistic Learning levels Communications may Expectation? be used at anyshould time be by considered curriculum cumulative.planners creating That is, curriculum all "Student at a Learning specific gradeExpectation? level. from preceding or physicalIntroductionDance activity, has existed and asince universal the beginning method of of communication, timeLasne911-slobbrighi-F Dance has traditionally a methizolsociplIziii3tAn, been a means ofan passing expression on the of feelings,culture of a nations form of from 1 )) Nr a r-1 -1-1 a le., 41 :1° 1,5\ fir , danceInone our generation contemporaryeducation, to students the educational next. should system,be given dance the opportunity should continue to learn to about be an dance integral through part of a thesequential total school curriculum program. which To provides provide aexperiences complete appreciationrelatedin the history to the of other dancedance, arts as the and both creative to a the lifetime process,total recreationaleddaitional the motion pregrarii. activity of the asavelLas variousWhen tirese dance an artiformmillopportinities styles, and occm theare languageprovided ofregularly, dance. Dancethe development needs to be of an (f--)" 1)1 VI-11 I w )1-1) ff )1)1 1n) a of communicationDancetheir own in the instrument K-12 skills curriculum by(their using bodies). should their instrument Danceprovide should an for atmosphere self provide expression. an for environment students to develop for children self-esteem to become and more become confident knowledgeable of their and accepting Rev-sion PencFng Strand 1: 6 6 Basic Elements of Movement 6 7 StudentStudentsContent StandardLearning will understand, 1:Expectations explore and demonstrate dance as an art form through its basic elements of body movement. Grades1.1.2.1.1.1. K-4 Identify necessary precautions and limitations to avoid injury. 1.1.5.1.1.4.1.1.3. BalanceControlRecognize body on and movementand move off bodycenter in self parts and (personal),space (or demonsktOrVieltSnQr#1 parts of body) and and shared joints space. (isolated and in combination). 11) 1.1.7.1.1.6. down,PracticeExperimentDemonstrate pushing, basic with axial pulling,beginning breathing movements rising, dance and falling, how (bending,technique kicking,it affects turning, (Dance balancing). movement. stretching,Warm-ups, jumping, Improvisations, swinging, and swaying, Choreography shaking, and twisting, Ballet Terminology--seesitting, kneeling, lying Pend'n. a Grades1.1.8.1.1.9. 5-8 Glossary).DevelopFlex, extend a kinesthetic and rotate awareness. body parts. Revson Pend-':_ng 1.1.13.1.1.12.1.1.11.1.1.10. EnhanceRefine counter body controlbalancing. and expand movement in self space and shared space.MovePractice parts necessary of the body precautions in more complex and limitations sequences to avoid (such injury. as oppositional). 1.1.17.1.1.16.1.1.15.1.1.14. CombineExplore contractions/releasesa wide variety of axial movements.and falls/recovery through breathing techniques.IncreaseDemonstrate capacity dance to flex, technique extend, and for ro11._\development tateIparts-of ofodanc,e the boa form aba. (See GlossFy) d Grades1.1.19.1.1.18. 9-12 RefineIdentify develop and practice muscular necessary control. precautions and limitations to avoid injury. y. endn Content1.1.22.1.1.21.1.1.20. Develop Standard Improve endurance. coordination. 2: 68 Increase flexibility. 69 StudentStudents Learning will understand, Expectations explore, and demonstrate dance as an art form through its basic element of locomotor movement. Grades1.2.3.1.2.2.1.2.1. K-4 LeadCombineRecognize movements locomotor and demonstrate to and be performednon-locomotor locomotor by group movements. movements or partner into (mirroring short dance and patterns. following). Grades1.2.5.1.2.4. 5-8 PerformCreate and and perform demonstrate complex learned sequences sequences using locomotorof locomotor and patterns. non-locomotor movements. Rewsion Pendin Grades1.2.7.1.2.6. 9-12 ComposeDemonstrate and advanced perform a sequences sequence of locomotor andand non-locomotornon-locomotor movement.movements experimenting with weight, direction, level, and ContenttempoStudents changes. Standard will understand, 3: explore and demonstrate dance as an art form through its basic element of time. Revf_s'on Pend__ng GradesStudent K-4Learning Expectations 1.3.4.1.3.3.1.3.2.1.3.1. MoveLearnIdentifyRecognize toand and the andmove movemusical/dance move to to accents rhythmicto the conceptspulse. and patterns metersI(i/4-3/4--4/4), of-slow/fast, (childrens names,gradual/sudden, simple poems, shOrt/lon'g. games ). 1.3.7.1.3.6.1.3.5. CreatetheParticipateExperiment pulse. rhythmic in with movement simplemovement percussion activities patterns. utilizing instruments. simple props (ribbons, balls, lummi sticks, tinikling poles, hoops, clubs) while moving to , ng Grades 5- 71 1.3.10.1.3.9.1.3.8.1.3.11. Accompany their own movement sequence or that of others using an instrumentAccompanyIdentifyExplore and of theirmove ownchoice. withto variousmovement acceleration rhythmic sequence and patterns. deceleration. or that of others using vocal sounds. 1.3.15.1.3.14.1.3.13.1.3.12. ComposeCombineIdentifyUtilize props and thea simple moveuse while of music tomovinginstruments music phrase to having the andand pulse. voicemorecreate tocomplex a accompany corresponding meters a movement suchdance as phrase. 6/8, sequence. 7/4, 5/4, 9/8, 12/8. 1.3.18.1.3.17.1.3.16.Grades ChoreographReverseIdentify 9-12 and the moveprevious a dance to more process.phrase. advanced Compose or changinga musical metersphrase into music.complement it. 1.3.22.1.3.21.1.3.20.1.3.19. CombineDisplayDemonstrate a meters.clear precisionproficiency sense of of rhythm attiming moving and on eriWancestotiming the pulsewhen and usingmoving exits. props. in complex combinations. Rev'sion Pendfmg StudentStudentsContent Learning Standardwill understand, Expectations 4 explore, and demonstrate dance as an art form through its basic element of space. _s_on Pend-n Grades1.4.2.1.4.1. K-4 andMoveControl high). the body whole movement body in in various general directions and personal (forward, space. bnckward, sideways, diagonally, right and left, on three levels--low, middle, 1.4.5.1.4.4.1.4.3.1.4.6. PerformDemonstratePracticeMove isolatedlocomotor a range body body ofmovements shapesbody parts movements in in various lines, in simple angles, in personalfloor and patterns curves--symmetrically space. (straight lines, curved and asymmetrically. lines, circles, squares, figure eights). dirR ect ibns an d l qiioevels. n PendLng 1.4.9.1.4.10.1.4.8.1.4.7. Demonstrate directional facings with partners (front to front, side toDemonstrateCreate side, patternsfront bodytodirectional back).in shapesthe air facings and in pantomimic on withthe floorpartners representation. individually (front, 72side, and withback). partners. 73 Grades1.4.13.1.4.12.1.4.11. 5-8 InventExperiment body withshapes spatial in line, and angle, body designand curves while while moving moving through through near, simple middle,Perform floor and combinations patterns. far reach space. of locomotor and axial movements in simple floor patterns. 1.4.17.1.4.16.1.4.15.1.4.14. DemonstrateExpressLearn stage a pantomimic directionsbodydirectional shapes sequence(upstage, changes using energy ofworkingdownstage, movements concepts. in groups. stage (a flower right, blooming). stage left). 1.4.20.1.4.19.1.4.18. DemonstratePerformRefine spatial combinations body and bodyshapes of designslocomotor while movingusing and-axial ntheat,Enicyle,ttrsILfeleachIspacen through movements complex infloor complex patterns. floor patterns. H Lary(IP 1.4.24.1.4.23.1.4.22.1.4.21. UseCreateIdentify Create traditional, short positive movement dance non-traditional, and studies sequencesnegative using space. and based spatial environmental on concepts. vertical and performance horizontal, spaces saggital in planes. various compositions. 1425.Grades1.4.26. Compose 9-12 Compose and and perform perform more advanced complex combinations dance with complex floor patterns. studt 7T es usnTspattal-fl.-10 t 0 Pin 0 StudentsContent1.4.27. StandardUsewill understand, positive 5 and explore,negative andspace demonstrate in group compositions. dance as an art form through its basic element of energy/force/dynamics. nin ,ts.....ng Z 1.5.1.GradesStudent K-4Learning Expectations Identify and demonstrate movements-with varying 'degrees of energy (bOund/free,clit.ect/indirect, quick/slow, firm/fine, i9'np 1.5.3.1.5.2. Exploreweak/strong,Recognizeheavy/light). various and sharp/fluid). demonstrateways to feel and simple move movement using imagery phrases (sticky, using slithery, basic energy sparkly, contrast buzzy). (still/active, soft/hard, strong/light, e Per 79 1.5.5.1.5.4.Grades 5-8 IdentifyDevelop and simple demonstrate movement movement phrases utilizing qualities various such energy as percussive/sustained, concepts. vibratory/swinging.74 1.5.9.1.5.8.1.5.7.1.5.6. ContinueApplyExploreDemonstrate energy use the of useconcepts various movement of energy dynamicsto connect qualitiesconcepts to dance createwith as choreographic phrases.increased contrasting variety moods.tools of and energy create dynamics more complex (tension/relaxation, movement studies. suspension/release). Grades1.5.10.1.5.11. Continue 9-12 to develop and refine skills necessary to project movement throughEnhance the skills manipulation necessary of toenergy perform concepts. a variety of energy concepts. 1.5.12.1.5.14.1.5.13. Demonstrate ContinueExplore ways to the develop in ability which and to energy utilize refine energyconcepts skills necessary concepts arle@,iiiiiiiik9arid into moreproject advanced movementarlangsEl compositions. to-defrethrough slylie(bAllet,the use-of energy ethnic, concepts modern). and qualities of movement. 4 .2) -0,", II 9 r-c., 11,- ""1 'CN StrandContent 2: Standard 1 Arts in Civilization GradesStudents2.1.1. K-4 will understand the historical develoTinent of dancie:and Understand that dance has a role and purpose in the life of various cultures. relifitionship tAv.,acious cultures. 2.1.5.2.1.4.2.1.3.2.1.2. ExperienceDistinguishDemonstrateKnow and amongdance apply appropriate properfromforms other ofconcert listening, theatre cultures. etiquette. dance observing (ballet, and modern behavior tap, skills jazz,). as an audience. 2.1.6.Grades 5-8 Demonstrate knowledge of the sequential development, °Nance Ihrough-historm o o -177- o 2.1.8.2.1.7.2.1.10.2.1.9. Know and practice proper audience/concert etiquette. ExperienceExamine cultural concertthe dance dance forms of heritages. another of dance. culture. IL V 11. 3 _RAJ) IL .11_11U1-111.1 Grades2.1.12.2.1.11. 9-12 Expand knowledge of the sequential development of dance through history.socialization,Recognize dance health/fitness, as an index education, to the artistic communication). and social values of civilization (i.e., celebration, ceremony, entertainment,76 prosperity, 77 2.1.14.2.1.13. ExamineExperience in greaterthe dances detail of cultural other cultures. dance heritages. Strand2.1.16.2.1.15. 3: DemonstrateExperience a appropriatevariety of concert audience/concert forms of dance. etiquette. Artistic Communications GradesStudentsContent K-4 Standardwill organize 1 choices to express and communicate various ideas or theme.s., evislon 0 Grades3.1.2.3.1.1. 5-8 SharePlan and creative organize movement movement with through others. exploration of imagination, feelings, and stories. PendIng 3.1.5.3.1.4.3.1.3. SuccsfullyRelateDemonstrate movement solve the a ability togroup feelings, to movement move ideas, spontaneously assIgnmentariirneeds. es tousing various non-merbaLstimuli._ stimuli. ° nyin 1D Al 0 Grades3.1.7.3.1.6. 9-12 CreateSolve movement movement problems studies utilizing in aba form knowledge in weak of and compositional strong areas forms of the (canon, stage. rondo).(See Glossary) ng StudentStudentsContent LearningStandard will participate Expectations 2 in performance. Grades3.2.3.3.2.2. K-4 CompleteRegardless assigned of ability production share short duties movement in conjunction phrases inwith solo, performance. duet, and small ensembles. Rev_s 'on Pend'n * Grades3.2.5.3.2.4. 5-8 CompleteDevelop proficiency assigned productionin ensemble duties performance in conjunction and understand with performance. importance of individual contribution. 79 Grades 9-12 3.2.93.2.8.3.2.7.3.2.6. CompleteAchieveDemonstratePerform a assignedcompletehigh commitment level production danceof accuracy to work ensemble duties withand instronginterpretation. in conjunction rehearsal concentration, andwith performance. performance. focus, appropriate energy levels, and etiquette. StudentStudentsContent LearningStandardwill be able Expectations 3 to discuss and analyze movement and dance. Revis 3.3.3.3.3.2.3.3.1.Grades K-4 CommunicateSolveUnderstand movement and reflections useproblems a basic of and dancevocabulary discuss experiences movement of dance. by choices. speaking, writing, moving, or other means. on Pending Grades 5-8 -11 0 Grades3.3.4.3.3.6.3.3.5. 9-12 CompareDemonstrate and proficiency contrast dance in the performances.forms. use and applicationtof_Lthevvocabulary,ofLdance1 7? P7 n ng 3.3.9.3.3.8.3.3.7.3.3.10. Exhibit a proficiency in critiquing skills. CritiqueAcquireDemonstrate a danceknowledge and performance. use advancedof positive dance and constructive terminology. feedback. Revis'on Pend ng 8 1 CreatingStrand 1: StrandReading 2: Arkansas Theatre Curriculum Framework 1995EvaluatingStrand Draft 3: StrandearlierAll "Student grade 1: Creating Learning levels may Expectations"should be used at any time be by considered curriculum cumulative. planners creating That is, curriculum all "Student at aLearning specific Expectations"grade level. from preceding or Kevis-on 3en ing designing,ContentStudents Standard and will planning. participate 1 in activities that deiretop the cr"extt,iVe processiStheatre itivOlyjng script writing, sensory-awareness, analyzing, VS, GradesStudent1.1.1 K-4Learning Expectations Begin to be oriented to others as well as self. 1.1.51.1.41.1.31.1.2 ImproviseUtilizeExplore the appropriatedialogueself-expression five senses to tellterminology and stories through expand and totheatrical levels developformalize of performance.awareness theatre improvisations vocabulary. of sensoiry by writing choices or recordingin creating the dramatizations. dialogue. 1.1.91.1.81.1.71.1.6 SelectCollaborateDemonstrate movement, to the select vocalization music, interrelated and visualprocess characters, elements usingmocall to environments, enhance characteristics:Tqualitydpitchmate; the mood andsituations of a dramatization. for am.t-writing. projection, and phrasing. v 11 P .k-/ 11.11 it E it 1.1.121.1.111.1.10 IntroduceExploreSelect and atechnologyrelationships dramatic safely organize story to betweencreate, line available that revise visual includes materialsand arts produce aand beginning, thatperforming dramatizations. suggest middle, arts. scenery, and end. properties, costumes and make-up. 1.1.13Grades 5-8 Acknowledge the points of view of others. 82 83 1.1.151.1.14 DevelopExplore empathy self-expression for the characters through inithe theae literature.. lreTkrinances 1.1.191.1.181.1.171.1.16 DemonstrateUseRefine improvisationappropriate and record sensory terminology anddialogue recallplay writingand in to pantomime action.develop to communicate theatre activities vocabulary. ideas and inand reacting feelings. experiences. " :On Pend-n, 1.1.231.1.221.1.211.1.20 LeadExhibitUseRehearse small movement, a practical groups improvised inmusic,knowledge planning and and scripted visual of effective andelements scenes aural vocalization. to elements.to demonstrate enhance the social mood skills.of the dramatization. 1.1.271.1.251.1.241.1.26 Use technology to create, revise, and produce dramatizations. CreateIncorporateExplore properties, the elementsstructure scenery, of dance,dramatic costumes,..hghting, music-Video, literature (i.e., and soun exposition, hsual an artsAna topointse-up eress of ideaeahd attack, rising emotions action, in climax,improvised falling and action, scripted denouement.) scenes. V-11 Cill"cll I ff)tfi""h(4 roug PA ua =and group effort. ((li) Grades1.1.291.1.28 9-12 ExhibitExtrapolate comprehension empathy of for and the sensitivity characters to incultural the literature. diversity through peer response. 1.1.331.1.321.1.311.1.30 BecomeExplainCreateExpand playwriting, the appropriateaware consequences of the technical, terminology senses of athroughand character's to performance develop imaginary behavior theatre projects.environments andvocabulary. suggest in motivesdramatic and actiyities. feelings. 1.1.371.1.361.1.351.1.34 EffectivelyRecognizeDevelop movement,communicate theand varied cultivate qualities music, directoriala strong and of regionalvisual and choices flexiblestage-voicemelements dialects. to a small to enhance ensemble the moodfor improvised of the dramatization. or scripted scenes. pendrag 1.1.391.1.381.1.40 environmentExplainDevelop the characters,designs functions appropriate that environments, anduse forinterrelatedvisual the anddrama. and aural nature actions elements of individuallyscenery, to convey properties, and inenvironments groups lighting, to create sound,that clearlytension costumes, support and suspense. and the make-up text. in creating an Strand1.2.431.1.421.1.41 2: Experiment Reading with creative choices by taking risks and appreciating risk-takingExpandDesign coherent the in others.use ofstage technology management, to create, promotional, revise,84 and and produce business dramatizations. plans. 85 StudentsContent Standard will participate in activities that delloptikkirSryliaficelrociesslgrleatreihrging researching, acting, directing, designing, 2.1.1Gradesconstructing, K-4 and responding. Use intrapersonal and interpersonal skills to develop self confidence. 2.1.42.1.32.1.22.1.5 IdentifyIntroduceApplyDemonstrate skills comedy, the learned listening, historical tragedy, through observing, development melodrama, the dramatic focusing, andof theatre. processmusicals. and concentration to other subject skills. areas. 2.192.1.82.1.72.1.6 UseCommunicateExplainDistinguish thinking how between charactersand information problem-solving real are lifeto similar peersand fantasy. strategiesaboutscharacters,to Utid differeht to plan feom andpeople,.eventsstime_and.place the rehearse stUdents' scenes own...eulture. collaboratily related for performance. to classroom dramatizations. 11---).?-11---111 )111 11 n7 2.1.132.1.12.2.1.112.1.10 Imitate experiences through pantomime, storytelling, and role playing.UseExplore gesture,voice the effectively world movement, of workto communicate and in dramafacial expression related ideas careers.and to feelings.communicate a story. 2.1.172.1.162.1.152.1.14 DemonstrateUnderstandExhibitPerform an proper understanding the appropriate stage role oftechniques the oflistening, thedirector. audition (i.e., observing, crosses, and rehearsal and turns, behavior gestures, process. skills entrances, for a theatre and audience. exits). Grades2.1.192.1.18 5-8 DemonstrateUse intrapersonal listening, and interpersonalobserving, focusing, skills to and develop concentration self confidence. skills. Revision Pending 2.1.232.1.222.1.212.1.20 ApplyInteract skills with learned others throughin acting the real dramatic life or fantasy process problems to other subjector resolutions. areas.DistinguishIdentify significant types of time acting periods roles. in theatre history including major people and events. 2.1.272.1.262.1.252.1.24 ExploreDemonstratesUseExplain thinking howwhy andsimilarand appreciation whereproblem subjects drama solving of and humanis used ideasstrategies achievementsin are the reexamined communityto resolve in theproblems andin artsdifferent observe as in a stories culturesspecific social andrelationships. fieldand situations timeof endeavor. periods. through improvisation. 86 87 2.1.28 Respond in movement to a variety of images provided by sounds,-misic, yp story, and pictures. 2.1.322.1.312.1.302.1.29 DevelopUse Dramatize the vocalaudition roles mechanism material and events andto project skills beyond andvoice understand perisii/.1.6Pexaudibly and the clearly rehearsal itgn in various process. Refineperformanc proper state techniques (i.e., crosses, turns, gestures, entrances, and exits). r\#car'LlcleOl end. ettings. 2.1.362.1.352.1.342.1.33 DemonstrateUse intrapersonal listening,goodan understanding and citizenship interpersonalobserving, and of focusing, functionthe skills responsibilities to as anddevelop positive concentration self ofmembers aconfidence. director. skills. of a theatre audience. 2.1.402.1.392.1.382.1.37 DistinguishResearchApply skills and typeslearned present of throughacting projects roles the representing dramaticand th-e-ories process the of span itctin§to other of basedtheatre subject otiTesearchrl history areas.Build and relationships dramatic ° literature. between and among_characters_that lead_to a seeming mevit \\ :gal emesolution. 2.1.422.1.412.1.442.1.43 Use UseIdentify role thinking playing ways and toto transfer developproblem knowledgeawareness solving strategies andof a varietyskills to planto of life social and long structure roles community and elements inResearch resolvingcareer of and drama thedramatic leisure role in oforder problems. activities. dramatic to analyze arts in and cultures create and scripts. world civilizations. a 2.1.482.1.472.1.462.1.45 ExpandIntegrateApplyUse a researchblend proper vocal of stage vocalskillsfrom withtechniquespringand otherphysical and non-printActors to expressioninclude as sourcesa special means to project tomovement of script-writing, achieving character (stage ensemble acting,interpretation. combat, designing,performance. dance, etc.). an directing choices. 2.1.512.1.502.1.49 DevelopObserve a orresume, perform audition the duties for a ofperformance a cicr/rg Tv and follow a rehearsalRespond schedule appropriately as an audience member. s ic P end- ng StrandStudentsContent 3: Evaluating Standard will participate 1 in activities that develop the evaluation process in theatre involving their own work and the work of others. Grades3.1.23.1.1 K-4 88 IdentifyRecognize personal feelings preferences and temperaments in dramatic in performances.dramatic play. 89 3.1.43.1.3 DiscoverUnderstand theatre the interactive experiences process to demolstrate7how between the actor Elsa.= and reflectsaudience. cttti.r.s. II)) T 11 1) -, Grades3.1.63.1.5 5-8. DiscoverExpress andthe rolecompare of technology personal inreactions the creation to theatrical and performance art forms. of drama. iL it 3.1.103.1.93.1.83.1.7 ExploreEvaluateDisplayIdentify anthetheatre performances awareness parts experiences of a andtheatrical through empathy to demonstrate performancecritical for the observation human how using condition.drama forappropriate the reflects purpose terminology.culture. of self-improvement. Grades3.1.113.1.12 9-12 ExploreDevelop the criteria role offor technology making informed in the ZTeation critical judgments and performance and participate in constructive criticism after observing a live production. 6.1lOr drama. _31 11U ° 3.1.153.1.163.1.143.1.13 UtilizeRefineCompareUnderstand, waysperformance and dramainterpret, contrast affects choices emotionaland and/orevaluate through responses enhances theatricalobservation evoked the performances lives and by selfof a peoplevariety evaluation. using of variousdrama basic stylestheatre ages, (i.e., cultures, terminology. love, andsorrow, heritages. joy, pride). ng 3.1.203.1.193.1.183.1.17 Reflect on the consequences of a character's decpisions and actions andUtilizeBeginIdentify relateodramatic tothe and develop role evaluate of criticaltechnology problems artistic language toinmerit theone's in ofcreation the owntheatre, comparison life. and film, performance televison, of creative andof processes drama. electronic used media in various productions. art forms. 3.1.223.1.21 Use thinking and problem solving strategies to explain.and analyze howproduction.Determine technical elementsand demonstrate contribute appropriate to the effectiveness aestheticTesponses of a ta vmatic,peirformances. l Pit 11 l\ 11_11 U.S.Depaifmenf of Educalion Offof Educational Research and Improvement (OERI) National .gbraly of Education (m) ERIC Educallonal Resources infomiation Center(ERIC)

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