STANDARD 1.2: 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 1.2 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 4:
1. Perform planned and improvised dance sequences with and without musical accompaniment, demonstrating aspects of time, space/shape, and energy with the intent to communicate meaning.
2. Present planned and improvised dance sequences on a variety of themes using curved and straight pathways and levels in space and discuss their meanings.
3. Demonstrate kinesthetic awareness and basic anatomical principles of concentration and focus in performing dance movement.
4. Utilize arts media and technology in the creation and/or performance of short phrases and compositions.
5. Create and perform the eight locomotor movements of walking, running, hopping, jumping, leaping, galloping, sliding, and skipping in a dance context
6. Define and maintain personal space.
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 4:
1. Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo
2. Recognize and vocalize the tonal triad (do, mi, sol) after being given the “home tone.”
3. Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, while blending both unison and/or harmonic parts and vocal and/or instrumental timbres, matching dynamic levels and responding to cues of a conductor.
4. Modify elements of music within a piece to create different expressive ideas.
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 4:
1. Demonstrate clarity of intent, character, and logical story sequence through classroom dramatizations.
2. Use movement as a medium for storytelling and as a means of projecting creative decisions regarding character.
3. Assume the roles of theater participants (e.g., director, actor, playwright, designer), and collaborate to enact classroom dramatizations using available materials that suggest scenery, properties, sound, costumes, and makeup.
4. Project an understanding of the intent of dialogue by performing from a script.
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 4:
1. Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement to a work of art.
2. Explore the use of paint, clay, charcoal, pastels, colored pencils, markers, printing inks and select appropriate tools in the production of works of art.
3. Generate works of art based on selected themes.
4. Investigate careers in the world of visual arts.

Link to Standard 1.2 Grade K-2

Link to Standard 1.2 Grade 5-6

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