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Bullitt County Public Schools |
| Structure in the Arts |
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Program of Studies Arts and Humanities Primary 10 Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures and historical periods. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.13 Students make sense of ideas and communicate ideas with the visual arts. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.23 Students analyze their own and others' artistic products and performances using accepted standards. Primary Enduring Knowledge Understandings Students will understand that the elements of music, dance, and drama are intentionally applied in creating and performing. the elements and principles of design of visual art are intentionally applied in creating works of art. responding to or critiquing works of art involves an understanding of elements, principles and structures appropriate to each area of the arts. existing and emerging technologies can inspire new applications of structural components. Primary Skills and Concepts Music Students will begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others listen to and explore how changing elements results in different musical effects recognize, describe and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass) Primary Skills and Concepts Dance Students will begin to recognize and identify elements of dance (space, time, force) and basic dance forms using dance terminology use the elements of dance in creating, copying and performing patterns of movement independently and with others observe, describe and demonstrate locomotor (e.g. walk, run, skip, gallop) and nonlocomotor (e.g. bend, stretch, twist, swing) movements Big Idea: Structure in the Arts Continued Primary Skills and Concepts Drama/Theatre Students will begin to recognize and identify elements of drama (literary, technical, performance) using drama/theatre terminology use the elements of drama in creating and performing dramatic works independently and with others observe, describe and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations explore a variety of dramatic works (e.g., theater, dramatic media film, television) Primary Skills and Concepts Visual Arts Students will begin to recognize and identify elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) using visual art terminology use the elements of art and principles of design in creating artworks independently and with others explore, describe and compare elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes) and principles of design (e.g., focal point, pattern, balance, contrast) in two and three dimensional artworks |
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AH-EP-1.1.1 Music / Elements / Identify
The learner will be able to begin to recognize and identify elements of music using musical terminology. DOK 1 Elements of Music: Rhythm - bar lines, measures, whole notes, half notes, and quarter notes (aurally and visually) Tempo - steady beat, faster, slower (aurally) Melody - notes, lines and spaces on treble clef staff (visually) Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally) Form - call and response form, AB form and ABA form (aurally) Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally) Dynamics - soft, loud (aurally) .
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AH-EP-1.1.2 Music /Styles
The learner will be able to identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).
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AH-EP-1.2.1 Dance/movement/elements
The learner will be able to observe dance/movement and describe elements and movements using dance terminology. DOK 1 Elements of dance: Space - direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag) levels (high, middle, low), Shape (individual and group shapes) Time (tempo) - dance movements that follow a steady beat or move faster or slower Force - dance movements that use more or less energy (e.g., gentle movement versus strong movements) Dance Form - beginning, middle, end .
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AH-EP-1.2.2 Loco and Nonlocomotor
The learner will be able to observe, define, and describe locomotor (e.g. walk, run, skip, gallop) and nonlocomotor (e.g. bend, stretch, twist, swing) movements.
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AH-EP-1.3.1 Drama / Elements
The learner will be able to observe dramatic productions and describe literary elements, technical elements, and/or performance elements using drama/theatre terminology. DOK 1 Elements of drama: Literary elements - Story line (plot), Character, Story organization (beginning, middle, end) Technical elements - Scenery, Costumes, Props, Make-up Performance elements - Acting (how speaking, moving help to create characters) .
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AH-04-1.3.3 Creative Dramatics
The learner will be able to identify a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).
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AH-EP-1.4.1 Art / Elements / Design
The learner will be able to identify or describe works of art using elements of art, and principles of design. DOK 1 Elements of art: Line, Shape, Form, Texture, and Color (primary and secondary hues) and color schemes (warm, cool, neutral - black, white, gray) Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth) .
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| Humanity in the Arts |
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Program of Studies Big Idea: Humanity in the Arts The arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts. Academic Expectations 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities. 2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Primary Enduring Knowledge Understandings Students will understand that the arts are powerful tools for understanding human experiences both past and present. the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. the arts play a major role in the creation and defining of cultures and building civilizations. Primary Skills and Concepts Music Students will begin to associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how the music reflects the cultures begin to associate music they listen to or perform with the Colonial American period in history; describe in simple terms how the music reflects the Colonial American time period begin to describe the music of specific cultures using music terminology Primary Skills and Concepts Dance Students will begin to associate dances they observe or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how dances reflect the cultures begin to associate dances they observe or perform with the Colonial American period in history; describe in simple terms how dances reflect the Colonial American time period begin to describe the dance of specific cultures using dance terminology Primary Skills and Concepts Drama/Theatre Students will begin to associate folktales, legends, or myths they experience or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how literature and oral tradition reflect the cultures begin to associate folktales, legends, or myths they experience or perform with the Colonial American period in history; describe in simple terms how literature and oral tradition reflect the Colonial American time period begin to describe folktales, legends, or myths of specific cultures using drama/theatre terminology Big Idea: Humanity in the Arts Continued Primary Skills and Concepts Visual Arts Students will begin to associate artworks they experience or create with specific cultures (Native American, Appalachian, West African); describe in simple terms how the art of these cultures reflects the cultures begin to associate artworks they experience or create with the Colonial American period in history; describe in simple terms how the art of the American Colonies reflects the Colonial American time period begin to describe artworks of specific cultures using visual art terminology |
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AH-EP-2.1.1 Music / Culture / Periods
The learner will be able to identify music from the following cultures and periods. DOK 1 Cultures: Native American, Appalachian, and West African Periods: Colonial American .
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AH-EP-2.2.1 Dances/Identify
The learner will be able to identify dances of the following cultures and periods. DOK 1 Cultures: Native American, Appalachian, and West African Periods: Colonial American .
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AH-EP-2.3. FOLKTALES/LEGENDS/MYTHS
The learner will be able to will identify folktales, legends, or myths from the following cultures and periods. DOK 1 Cultures: Native American, Appalachian, and West African Periods: Colonial American .
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AH-EP-2.4.1 Native /Colonial AM Art
The learner will be able to identify art from the following cultures and periods. DOK 1 Cultures: Native American, Appalachian, and West African Periods: Colonial American .
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| Purposes for Creating Arts |
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Program of Studies Big Idea: Purposes for Creating the Arts The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations and commemorations. Additionally, they are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.13 Students make sense of ideas and communicate ideas with the visual arts. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Primary Enduring Knowledge Understandings Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). the arts have value and significance for daily life. They provide personal fulfillment, whether in career settings, avocational pursuits, or leisure. the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. Primary Skills and Concepts Music Students will begin to develop an awareness of the purposes for which music is created (e.g., ceremonial, recreational, artistic expression) listen to and perform music created to fulfill a variety of specific purposes Primary Skills and Concepts Dance Students will begin to develop an awareness of the purposes for which dance is created (e.g., ceremonial, recreational, artistic expression) observe and perform dance created to fulfill a variety of specific purposes Primary Skills and Concepts Drama/Theatre Students will begin to develop an awareness of the purposes for which dramatic works are created (e.g., sharing the human experience, passing on tradition and culture, recreational, artistic expression) observe and perform dramatic works created to fulfill a variety of specific purposes Primary Skills and Concepts Visual Arts Students will begin to develop an awareness of the purposes for which artworks are created (e.g., ceremonial, artistic expression, narrative, functional) create new and experience artworks designed to fulfill a variety of specific purposes |
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AH-EP-3.1.1 Purposes of music
The learner will be able to experience music created for a variety of purposes. DOK 1 Purposes of music:(reasons for creating music) Ceremonial -music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) Recreational - music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression - music created with the intent to express or communicate one's emotions, feelings, ideas, experience, music created and performed in a concert setting for an audience .
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AH-EP-3.2.1 Purposes of dance:
The learner will be able to experience dance created for a variety of purposes. DOK 1 Purposes of dance:(reasons for creating dance) Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship) Recreational - dancing for recreation, to support recreational activities, (e.g., ballroom, line dancing, aerobic dance, dance as a hobby) Artistic Expression - dance created with the intent to express or communicate emotion, feelings, ideas, information, (e.g., ballet, tap dance, narrative dance), dance created and performed in a concert and/or theatrical setting for an audience .
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AH-EP-3.3.1 Purposes of Drama/Theatre
The learner will be able to experience dramatic works created for a variety of purposes. Purposes of drama/theatre (different roles of drama) Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works) Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends) Recreational drama for entertainment (e.g., drama/theatre as a hobby) Artistic expression - dramatic works created and performed by actors in a theatrical setting for an audience .
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AH-EP-3.4.1 Purposes of Visual Arts
The learner will be able to experience visual art works created for a variety of purposes. DOK 1 Purposes of Art::(reasons for creating art) Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g. ceremonial masks) Artistic Expression - artwork to express or communicate emotions, ideas, feelings, (e.g., for self expression, or to decorate or beautify, also includes visual arts as a hobby) Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings) Functional - artistic objects used in everyday life, (e.g., pottery, quilts, baskets, includes visual arts as a hobby) .
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| Processes in the Arts |
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Program of Studies Big Idea: Interrelationships Among the Arts The arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of the arts as a mirror of human kind. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.13 Students make sense of ideas and communicate ideas with the visual arts. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.22 Students create works of art and make presentations to convey a point of view. 2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Primary Enduring Knowledge Understandings Students will understand that the arts are basic forms of human communication. music, dance, drama and visual art created in common cultures and/or common historical periods tend to reflect common attitudes, ideas, beliefs, and feelings. the arts provide forms of non-verbal communication that can strengthen the presentation of ideas and emotions. the modes of thinking and methods of the arts disciplines can be used to illuminate situations in other disciplines that require creative solutions. Primary Skills and Concepts Arts Students will begin to recognize that common terms are used in various arts (e.g., tempo in dance and music) begin to notice communication of common themes or ideas across different art forms identify and explain connections between and among different art forms from the same culture or from the same time period begin to identify commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and mathematics, dance and a healthy lifestyle, fractions in music notation and mathematics, reading music and reading words, composing music and writing) communicate common meaning through creating and performing in the four art forms |
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AH-EP-4.1.4 rhythmic or tonal patterns
The learner will be able to sing and play alone simple rhythmic or tonal patterns by reading simple music notation.
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AH-04-4.1.5 Sing Varied Music
The learner will be able to sing alone and with others a varied repertoire of music.
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AH-EP-4.2.1 Dances: Perform
The learner will be able to perform dances using the elements of dance and various movements.
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AH-04-4.2.3 Dances: Traditional folk
The learner will be able to perform traditional folk dances, square dances, and social dances of ethnic groups. (Native American, West African, African-American, American folk).
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AH-EP-4.3.1 Drama Elements
The learner will be able to perform in dramatic situations that incorporate Literary, Technical and Performance elements.
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