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Bullitt County Public Schools |
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Arts & Humanties Core Content 4.1 / POS |
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Arts & Humanities - Grade 4 |
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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).
| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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).
| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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Activities |
| Drama |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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).
| Strand |
Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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-mâché
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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Scope |
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Activities |
| Visual Arts |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Visual Art |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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Purposes for Creating Arts
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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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| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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| Strand |
Scope |
Source |
Activities |
| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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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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Scope |
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Activities |
| Music |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
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Activities |
| Dance |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
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Activities |
| Music |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Activities |
| Music |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Activities |
| Music |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Scope |
Source |
Activities |
| Visual Arts |
Master |
Bullitt County Public Schools(a) |
Classroom
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Unit Assessment Resources |
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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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Activities |
| Visual Arts |
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Bullitt County Public Schools(a) |
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