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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 8 |
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AH-08-1.1.1 Music / Elements / Identify
The learner will be able to
acompare or evaluate the use of elements in a variety of music.
DOK 3
Elements of music:
Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note)
Tempo - Allegro, Moderato, Largo, Presto
Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign
Harmony - triads (chords)
Form - AB, ABA, call and response
Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass)
Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >
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| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.1.2 Music /Instruments
The learner will be able to
identify instruments according to classifications.
Family - brass, woodwind, string, percussion
Voices - soprano, alto, tenor, bass
Folk - instruments used in folk music
Orchestral - instruments used in contemporary orchestral settings
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| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.1.3 Music / Styles
The learner will be able to
identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).
| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.2.1 Dance/movement/elements
The learner will be able to
compare or evaluate the use of elements in a variety of dances.
DOK 3
Elements of dance:
Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group)
Focus - audience (where viewer's eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements)
Size - use of big/small size in a given space, or range of motion
Time (Tempo) - accent, rhythmic pattern, duration
Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing
Choreographic Forms -AB, ABA, call and response, narrative
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| Strand |
Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.2.2 Dance Styles / Theme
The learner will be able to
comapre and/ contrast dances by: identifying or describing theme (story), dance styles (e.g., ballet, jazz, tap, modern),
characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering),
and the use of the elements of dance.
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| Strand |
Scope |
Source |
Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.3.1 Drama / Elements
The learner will be able to
compare or evaluate the use of elements of drama in dramatic works.
DOK 3
Elements of drama:
Literary elements - Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy
Technical elements -
Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design
Performance elements -
Acting (e.g. character motivation and analysis),
Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)
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| Strand |
Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.3.2 Techniclal Elements
The learner will be able to
describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.
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Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.3.3 Character / Elements
The learner will be able to
explain how performance elements (e.g., acting, speaking, movement) can create a believable character.
| Strand |
Scope |
Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.3.4 Stages / Types
The learner will be able to
identify and describe the types of stages (arena, thrust, proscenium).
| Strand |
Scope |
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Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-1.4.1 Art / Elements / Design
The learner will be able to
compare or evaluate works of art using elements of art and principles of design.
DOK 3
Elements of art:
Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades)
Principles of design:
Repetition, Pattern, Balance (symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement
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| Strand |
Scope |
Source |
Activities |
| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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Unit Assessment Resources |
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AH-08-1.4.2 Media and Processes
The learner will be able to
compare or evaluate a variety of art media and art processes.
DOK 3
Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks)
Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel
Three-dimensional - clay, papier-mâché, found objects (assemblages)
Art Processes:
Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking
Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting)
Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective)
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| Strand |
Scope |
Source |
Activities |
| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-2.1.1 Music / Culture / Periods
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in music.
DOK 3
Cultures/Period:
Early American through Civil War -
European influence on American music (e.g., Baroque [Bach, Handel], Classical [Mozart, Beethoven] their influence on Early American music)
(e.g., European folk/Early American folk, common musical instruments, etc.)
African influence in American music resulting from the importation of slaves from West Africa
African American work songs, gospel and spirituals, the use of elements of music to create new styles (e.g., call and response, polyrhythms, improvisation), the development of new American instruments such as the banjo
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| Strand |
Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-2.2.1 Dances/ Analyze
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in dance.
DOK 3
Cultures/Period:
Early American through Civil War --Folk/social dances based on European traditions (e.g., traditional folk and social dances, jig, reel, square dance, waltz)
African American dances in the United States through the Civil War (e.g., plantation dances, dances performed by slaves based on West African traditions)
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Scope |
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Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-2.3.1 Drama / Cultures
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in drama/theatre.
DOK 3
Cultures/Period:
Early American through Civil War -
Starting in the early 1700's entertainers from England performed in large cities; during the Revolutionary War many colonies banned theatrical performances to focus on the war;
In the early 1800's well known stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and characters (e.g., Uncle Tom's Cabin)
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| Drama |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-2.4.1 Cultures/ Early America
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in visual arts.
DOK 3
Cultures/Period:
Early American through Civil War -
European Neo-classical influences (architecture)
Painting - inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe (Wildlife - e.g., John James Audubon, Landscapes - e.g., Thomas Cole, Native American subjects - e.g., George Catlin)
The development of photography as a new medium that impacted visual art (e.g., Mathew Brady)
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| Visual Art |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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Purposes for Creating Arts
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AH-08-3.1.1 Purposes of music
The learner will be able to
compare or explain 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 |
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Unit Assessment Resources |
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AH-08-3.2.1 Purposes of dance:
The learner will be able to
compare or explain 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 |
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Unit Assessment Resources |
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AH-08-3.3.1 Purposes of Drama/Theatre
The learner will be able to
compare or explain 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., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions)
Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony)
Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals)
Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience)
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Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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Unit Assessment Resources |
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AH-08-3.4.1 Purposes of Visual Arts
The learner will be able to
compare or explain 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
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
Functional - artistic objects used in everyday life
Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.)
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| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.1.1 Musical Phrases/ Answers
The learner will be able to
create and notate in similar style answers to musical phrases.
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Scope |
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Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.1.2 Melodies / Variations
The learner will be able to
improvise variations on given melodies.
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Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.1.3 Compose and notate
The learner will be able to
compose and notate short pieces of music demonstrating unity/variety, tension/release and balance.
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Activities |
| Music |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.1.4 Sound Sources
The learner will be able to
use a variety of sound sources to create and perform music.
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Scope |
Source |
Activities |
| Music |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.1.5 Complex Melodies and Rhythm
The learner will be able to
sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
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Activities |
| Music |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.2.1 Group Dance
The learner will be able to
create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative.
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Activities |
| Dance |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.2.2 Dance / Inprovisational
The learner will be able to
create an improvisational dance with complex movements (beginning, middle and end).
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Scope |
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Activities |
| Dance |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.3.1 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 / Core Content for Assessment 4.1 |
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AH-08-4.3.2 Dialogues/ Improvise
The learner will be able to
improvise short dialogues and monologues.
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Activities |
| Drama |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.3.3 Drama / Historical Times
The learner will be able to
engage in dramatic activities that reflect historical times and cultures.
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Source |
Activities |
| Drama |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.3.4 Theatre / job skills
The learner will be able to
dentify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up.
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Source |
Activities |
| Drama |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.4.1 Artwork / Principles
The learner will be able to
create art for specific purposes using the elements of art and principles of design to communicate ideas.
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Activities |
| Visual Arts |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
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AH-08-4.4.2 Media / Ideas and feellings
The learner will be able to
use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.
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| Visual Arts |
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Bullitt County Public Schools / Core Content for Assessment 4.1 |
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