Structure in the Arts
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)
Humanity in the Arts
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
Purposes for Creating Arts
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
Processes in the Arts
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
