STANDARD 1: Visual and Performing Arts

Standard 1: Visual and Performing Arts

Mission: The arts contribute to the achievement of social, economic and human growth by fostering creativity and providing opportunities for expression beyond the limits of language.

Standard 1.1 Aesthetics All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Big Idea: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.1 A. Knowledge
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Examine works of art that have a utilitarian purpose (Functionalism).
2. Analyze works of art that place emphasis on structural arrangement (Formalism).
3. Describe how an element of an art form contributes to the aesthetic value of a particular work.
4. Describe the compositional design in selected works of art or performance.
1.1 B. Skills
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Explain the aesthetic qualities of specified art works in oral and written responses.
2. Incorporate personal life experiences into an aesthetic response about an artwork.
3. Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks.
4. Communicate ideas about the social and personal value of art.
Standard 1.2 Creation and Performance All students will utilize those skills, media, methods and technologies appropriate to each art form in the creation, performance and presentation of dance, music, theater and visual art.
Big Idea: Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process.
1.2 A. Dance
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Perform planned and improvised sequences demonstrating aspects of time, space/shape, and energy accurately transferring a rhythmic pattern from the auditory to the kinesthetic.
2. Choreograph and perform dances that communicate meaning on a variety of themes, demonstrating the ability to work in small groups in the choreographic process.
3. Develop dance technique that uses strength, flexibility, balance, and coordination appropriate to age and physical development.
4. Accurately identify and demonstrate basic sequences of movement from at least two different styles or traditions, demonstrating awareness of movement principles in dance (e.g., alignment, balance, initiation of movement, directing of focus).
5. Investigate arts related careers.
1.2 B. Music
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Read music from progressively complex notation, including mixed meters, compound meters, and the grand staff.
2. Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and timbre of the developing voice.
3. Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and rondo form independently and in groups.
4. Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies.
5. Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition.
6. Investigate arts related careers.
1.2 C. Theater
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Discuss and demonstrate the connection between body, movement, and voice in theatrical expression.
2. Create characterizations in context through manipulation of vocal and physical qualities and circumstances.
3. Collaboratively plan and execute group scenes stemming from improvisation.
4. Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director, designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations.
5. Differentiate among vocal rate, pitch, and volume as they affect articulation, meaning and character.
6. Investigate arts related careers.
1.2 D. Visual Arts
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Individually or collaboratively create two and three-dimensional works of art employing the elements and principles of art.
2. Distinguish drawing, painting, ceramics, sculpture, printmaking, textiles and computer imaging by physical properties.
3. Recognize and use various media and materials to create different works of art.
4. Employ appropriate vocabulary for such categories as realistic, abstract, nonobjective, and conceptual.
5. Investigate arts related careers.
Standard 1.3 Elements and Principles of the Arts All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art.
Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic production.
1.3 A. Dance
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Analyze both formal and expressive aspects of time, shape, space and energy, in various dance works.
2. Analyze the principles of choreography applied in a master dance work.
3. Differentiate among the various artistic and non-artistic contributions involved in dance production.
4. Analyze the interrelationship between dance movement and the movements of everyday life and effectively demonstrate the difference between pantomiming and abstracting a gesture.
5. Interpret compositional use of dance elements for expressive purposes
1.3 B. Music
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems.
2. Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and harmonic progressions.
1.3 C. Theater
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Examine the range of roles and characterizations possible in theatrical production and performance.
2. Examine the relationship between physicality and character development.
3. Identify various tactics employed by actors to create believable, motivated action
1.3 D. Visual Arts
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Describe the emotional significance conveyed in the application of the elements.
2. Describe a work of art that clearly illustrates a principle of design.
Standard 1.4 Critique All students will develop, apply and reflect upon knowledge of the process of critique.
Big Idea: Through the critical process, students formulate judgments regarding artistic and aesthetic merits of artwork.
1.4 A. Knowledge
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Classify elements of unity or repetition in a work of art.
2. Apply domain specific arts terminology to express statements of both fact and opinion regarding works of art.
3. Describe the technical proficiency of the artist’s work, orally and in writing.
1.4 B. Skills
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Critique performances and exhibitions based on the application of the elements of the art form.
2. Identify and differentiate among basic formal structures within artworks.
3. Consider the impact of traditions in the critique of works of art.
Standard 1.5 World Cultures, History, and Society All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society.
Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture.
1.5 A. Knowledge
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Reflect on a variety of works of art representing important ideas, issues, and events in a society.
2. Recognize that a chronology exists in all art forms.
1.5 B. Skills
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 6:
1. Compare and contrast the contributions of significant artists from an historical period.
2. Hypothesize how the arts have impacted world culture

Link to Standard 1 Grade 3-4

Link to Standard 1 Grade 7-8

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