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 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.

Link to Standard 1.2 Grade 3-4

Link to Standard 1.2 Grade 7-8

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