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Bullitt County Public Schools |
| Structure in the Arts |
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Kentucky Department of Education Program of Studies Arts and Humanities Fourth Grade 87 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. Grade 4 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. Grade 4 Skills and Concepts Music Students will 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 different elements results in different musical effects recognize, describe and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass) Grade 4 Skills and Concepts Dance Students will 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 Grade 4 Skills and Concepts Drama/Theatre Students will 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 and dramatic media film, television) Grade 4 Skills and Concepts Visual Arts Students will recognize and describe 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 identify a variety of subject matter (e.g., landscape, portrait, still life) |
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AH-04-1.1.1 Music / Elements / Identify
The learner will be able to identify or describe elements of music in a variety of music. DOK 2 Elements of music: Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure Tempo - steady beat, slower or faster Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high vs. low notes (pitches) Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony) Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices) Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f).
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AH-04-1.1.2 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-04-1.2.1 Dance/movement/elements
The learner will be able to identify or describe elements of dance in a variety of dances. DOK 2 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., energy - sharp/smooth, weight - heavy/light, flow-free/bound) Dance Form - call and response, AB, ABA, choreography .
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AH-04-1.2.2 Loco and Nonlocomotor
The learner will be able to describe how dance uses space, time, force and various locomotor and nonlocomotor movements to communicate ideas, thoughts and feelings. DOK 2 .
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AH-04-1.3.1 Drama / Elements
The learner will be able to identify or describe elements of drama in dramatic works. DOK 2 Elements of drama: Literary elements - Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict Technical elements - Scenery (set), Costumes, Props, Sound and Music, Make-up Performance elements: Acting (how speaking, moving help to create characters) Speaking - vocal expression, projection, speaking style, diction Nonverbal expression - gestures, facial expression, movement .
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AH-04-1.3.2 Characters/ relationships
The learner will be able to identify, describe or explain relationships among characters and settings as related to a script, a scenario or a classroom dramatization.
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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-04-1.4.1 Art / Elements / Design
The learner will be able to identify or describe elements of art and principles of design in works of art. DOK 2 Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral - black, white, gray, sometimes brown/beige as earth tones) Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth) .
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AH-04-1.4.2 Meida and Processes
The learner will be able to aH-04-1.4.2 Students will identify or describe how an artist uses various media and processes. DOK 2 Media (plural) / medium (singular): (used to produce artworks) Two-dimensional - crayon, pencil, paint, fabric, yarn, paper Three-dimensional - clay, papier-mβchι Art processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collage Three-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting) Subject matter: (e.g., landscape, portrait, still life) .
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| Humanity in the Arts |
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Kentucky Department of Education Program of Studies Arts and Humanities Fourth Grade 89 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. Grade 4 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. Grade 4 Skills and Concepts Music Students will 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 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 describe the music of specific cultures using music terminology Grade 4 Skills and Concepts Dance Students will associate dances they observe or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how dances reflect the cultures 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 describe the dance of specific cultures using dance terminology Grade 4 Skills and Concepts Drama/Theatre Students will associate story telling, myths, legends, or folktales they experience or perform with specific cultures (Native American, Appalachian, West African); describe how literature and oral tradition reflect the cultures associate folktales, legends, or myths they experience or perform with the Colonial American period in history; describe how literature and oral tradition reflect the Colonial American time period describe story telling, myths, legends, or folktales of specific cultures using drama/theatre terminology |
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AH-04-2.1.1 Music / Culture / Periods
The learner will be able to identify how music has been a part of cultures and periods throughout history. DOK 2 Cultures: Native American, Traditional Appalachian West African Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American - rattles, drums, flutes, Appalachian - dulcimer, fiddle, banjo, guitar, West African - drums, rattles, thumb piano); polyrhythm in West African music not in Native American Periods: Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music) Native American includes period in North America before European settlement European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) .
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AH-04-2.2.1 Dances/Identify
The learner will be able to identify how dance has been a part of cultures and periods throughout history. DOK 2 Cultures: Native American, Traditional Appalachian West African Similarities and differences in the use of dance (e.g., purposes: harvest and hunting dances in Native American and West African cultures), use of elements of dance among cultures Periods: Colonial American (European influences on American dance, e.g., social dances, square dancing, folk dances) Native American includes period in North America before European settlement .
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AH-04-2.3.1 Drama / Cultures
The learner will be able to identify how drama has been a part of cultures and time periods throughout history. DOK 2 Cultures: Native American, Traditional Appalachian West African (The use of storytelling, myths, legends, folktales in these cultures) Periods: Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement .
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AH-04-2.4.1 Native /Colonial AM Art
The learner will be able to identify how visual art has been a part of cultures and time periods throughout history. DOK 2 Cultures: Native American, Traditional Appalachian West African Similarities and differences in the use of art (e.g., purposes for creating art, folk art) and elements of art and principles of design among cultures (e.g., how line, color, pattern, etc. are used in artworks), media in relation to these cultures (e.g., wood, fiber) Periods: Colonial American European influences in American visual art, similarities between the visual art in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement .
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| Purposes for Creating Arts |
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Kentucky Department of Education Program of Studies Arts and Humanities Primary 14 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 purposesKentucky Department of Education Program of Studies Arts and Humanities Fourth Grade 91 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. 2.22 Students create works of art and make presentations to convey a point of view. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Grade 4 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. Grade 4 Skills and Concepts Music Students will identify 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 Grade 4 Skills and Concepts Dance Students will identify purposes for which dance is created (e.g., ceremonial, recreational, artistic expression) observe and perform dance created to fulfill a variety of specific purposes Grade 4 Skills and Concepts Drama/Theatre Students will identify 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 Grade 4 Skills and Concepts Visual Arts Students will identify 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-04-3.1.1 Purposes of music
The learner will be able to identify how music fulfills a variety of purposes. DOK 2 Purposes of music (different roles of 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 (e.g., music created and performed in a concert setting for an audience) .
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AH-04-3.2.1 Purposes of dance:
The learner will be able to identify how dance fulfills a variety of purposes. DOK 2 Purposes of dance: (different roles of 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 entertainment, 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, (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience) .
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AH-04-3.3.1 Purposes of Drama/Theatre
The learner will be able to identify how drama/theatre fulfills a variety of purposes. DOK 2 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 - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed by actors in a theatrical setting for an audience) .
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AH-04-3.4.1 Purposes of Visual Arts
The learner will be able to identify how art fulfills a variety of purposes. DOK 2 Purposes of art: (different roles of 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, to decorate or beautify objects) 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.) .
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| Processes in the Arts |
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Kentucky Department of Education Program of Studies Arts and Humanities Primary 15 Big Idea: Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present and for the value of artistic expression. 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. Primary Enduring Knowledge Understandings Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created and responding to artworks and performances. full understanding and appreciation of the arts requires some degree of involvement in all three processes. openness, respect for work and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. existing and emerging technologies can extend the reach of the art form to new audiences. Primary Skills and Concepts Music Students will be actively involved in creating and performing music alone and with others begin to learn how to use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest) demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive way Primary Skills and Concepts Dance Students will be actively involved in creating and performing dance alone and with others begin to learn how to use knowledge of the elements of dance and dance terminology to describe and critique their own peKentucky Department of Education Program of Studies Arts and Humanities Fourth Grade 92 Big Idea: Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings, or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression. 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. Grade 4 Enduring Knowledge Understandings Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. full understanding and appreciation of the arts requires some degree of involvement in all three processes. openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. existing and emerging technologies can extend the reach of the art form to new audiences. Grade 4 Skills and Concepts Music Students will be actively involved in creating and performing music alone and with others use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest) demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive way Grade 4 Skills and Concepts Dance Students will be actively involved in creating and performing dance alone and with others perform traditional folk dances, square dances, and ethnic dances. (Native American, West African/African-American, Early American and folk) use knowledge of the elements of dance and dance terminology to describe and critique their own performances and the performances of others identify possible criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest) demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way |
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AH-04-4.1.1 Simple Melodies
The learner will be able to create and notate short, simple melodies that demonstrate melodic shape/contour and meter.
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AH-04-4.1.2 Accompaniments / Create / P
The learner will be able to create and perform simple melodic or rhythmic accompaniments to given melodies.
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AH-04-4.1.3 Rhythmic and/or melodic phr
The learner will be able to improvise answers in similar style to given rhythmic and/or melodic phrases.
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AH-04-4.1.4 Rhythmic or tonal patterns
The learner will be able to sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.
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AH-04-4.1.5 Sing repertoire of music
The learner will be able to sing alone and with others a varied repertoire of music.
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AH-04-4.2.1 Patterns of Movement
The learner will be able to create patterns of movement incorporating the elements of dance (space, time and force).
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AH-04-4.2.2 Movement / Sequence
The learner will be able to create a movement sequence with a beginning, middle and end.
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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-04-4.3.1 Drama Elements
The learner will be able to create and perform using elements of drama (Literary, Technical, Performance).
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AH-04-4.3.2 Stories / Improvise
The learner will be able to improvise to tell stories that show action and have a clear beginning, middle and end. (Literary elements.
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AH-04-4.4.1 Artwork / Principles
The learner will be able to create artwork using the elements of art and principles of design.
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AH-04-4.4.2 Media / Processes 2D/ 3D
The learner will be able to use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.
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