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Dance: K-4

Arts Content Standard 2: Students apply and describe the concepts, structures, and processes in the Arts.

Skills & Knowledge: Kindergarten

Rationale

The ability to use and share knowledge is fundamental to human experience. The Arts: Dance, Music, Theatre, Visual Arts, provide many of the tools for students to successfully interact with their world.

Benchmarks:

Students will:

1. COMPOSITION- Apply the elements of space (Shape, level pattern, form), time (duration, rhythm), and energy (movement quality) to compose dance phrases.

1.01 Build the range and capacity to move in a variety of ways.

2. TECHNIQUES- Identify and apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance.

2.01 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).

3. MEDUIM- Demonstrate the Human body in motion.3.01 Perform simple movements to oral instructions (e.g., walk, turn, and reach)

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Explain basic features that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, setting, music)

5. STYLE-Identify examples of folk, popular, and contemporary (e.g., ballet, jazz, modern, tap) dance.

5.01 Name and perform folk/traditional dances from the United States and other countries.

6. PRESENTATION-Show dance opposition with peers, emphasizing focus and concentration.

6.01 Give examples of the relationship between everyday movement in school and dance movement.

Arts Content Standard 3

Students develop and refine arts skill and techniques to express ideas, pose, and solve problems, and discover meaning.

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Rationale

Artistic expression is a critical form of self-expression and communication requiring specific skills, knowledge, and techniques. In the Arts there is no one correct answer. Students must exercise judgment. This helps to develop the ability to weigh the benefits among alternative courses of action. This process yields multiple rather than singular solutions.

Benchmarks:

Students will:

4. Use technical skills-perform movements and rhythm patterns.4.01 Respond spontaneously to different types of music, rhythm, and sounds.

5. Identify and use an appropriate symbol system-use dance elements (space, time and energy) to discuss movement and produce movements demonstrated and/or described in words.

5.01 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.


Skills & Knowledge: Grade 1

Rationale


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Benchmarks:

Students will:


1.01 Demonstrate the ability to vary control and direct force/energy used in basic loco-motor and axial movements (e.g., skip lightly, turn strongly, fall heavily).

2. TECHNIQUES- Identify and apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance

2.01 Perform short movement problems emphasizing the elements of space, shape/line, big/small, high/low.

3. MEDUIM- Demonstrate the Human body in motion.3.01 Demonstrate basic loco-motor and axial movements such as ship, slide, stretch, and roll.

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01. Explain basic features that distinguish one kind of dance from another through speed, forces/energy, use, costume, setting, music.


5.01 Name and perform folk/traditional dances from other countries.

6. PRESENTATION-Show dance opposition with peers, emphasizing focus and concentration

6.01 Give examples of how dance relates to other subjects (e.g., mathematical shapes, counting, language arts).6.02 Work cooperatively in small and large groups.



Skill & Knowledge: Grade 1

Rationale


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Benchmarks:

Students will:

4. Use technical skills-perform movements and rhythm patterns.4.01. Respond spontaneously to different types of music, rhythms, and sounds.4.02 Create simple movement sequences using beginning, middle, and end.4.03 Demonstrate the ability to work effectively alone and with a partner.

5. Identify and use an appropriate symbol system- use dance elements (space, time, energy) to discuss movement and produce movements demonstrated and/or described in words).

5.01 Use dance elements (space, time, and energy) to discuss movement and produce movements demonstrated and/or described in words. 5.02 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.5.03 Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).


Students apply and describe the concepts, structures, and processes in the Arts.


RationaleThe ability to use and share knowledge is fundamental to human experience. The Arts: Dance, Music, Theatre, Visual Arts, provide many of the tools for students to successfully interact with their world.

Benchmarks

Students will:


1.01 Create and improvise movement patterns and sequences.1.02 Demonstrate multiple solutions in response to a given movement problems (e.g., in how many ways can you travel from point A to point B?).1.03 Create simple sequence of movement using beginning, middle, and end.

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1.04 Create shapes and movements, using fast and slow tempos.1.05 Demonstrate the ability to work effectively alone and with a partner.

2. TECHNIQUES-Identify and apply the techniques of body awareness (e.g., in how many ways can you travel from point A to point B?).

2.01 Show a variety of combinations of basic loco-motor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).2.02 Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).2.03 Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythm patterns, counting).2.04 Expand the ability to incorporate spatial concepts with movement problems.

3. MEDIUM-Demonstrate the human body in motion.3.01 Demonstrate kinesthetic awareness.3.02 Demonstrate and identify the elements of space in dance: personal/general, loco-motor/non-loco-motor movement, axial movement, shape, level, direction, and pathways.3.03 Demonstrate and identify the element of the time in dance: Tempo and rhythm.3.04 Demonstrate and identify the element of energy/dynamics in dance.

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Explain basic features that distinguish one kind of dance from another through speed, forces/energy use, costume, setting, and music.4.02 Describe the various roles of dance in communities and cultures.

5. STYLE-Identify examples of folk, popular and contemporary (e.g., ballet, jazz, modern, tap) dance.

5.01 Identify and demonstrate dances from various cultures and historical periods.

6. PRESENTATION-Show dance composition with peers, emphasizing focus and concentration.

6.01 Create, memorize, and perform original expressive movements for peers.6.02 Work cooperatively in small and large groups.6.03 Demonstrate partner skills (e.g., imitation and leading/following).

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Rationale


Benchmarks

Students will:

4. Use technical skills-perform movements and rhythm patterns.4.01 Demonstrate the differences between spontaneous and planned movement.4.02 Create and perform patterns in dance4.03 Create simple movement sequences using beginning, middle, and end.4.04 Improvise, create, and perform dance sequences using ideas and concepts from different sources.4.04 Demonstrate the ability to work effectively alone and with a partner.

5. Identify and use an appropriate symbol system-use dance elements (space, time, energy) to discuss movement and produce movements demonstrated and/or described in words.

5.01 Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm, patterns, type of energy).

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5.02 Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).5.03 Describe the similarities and differences in performing various dances (e.g., direction chances, steps, type of energy and tempo).5.04 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).5.05 Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

Arts Content Standard 2:


Skills & Knowledge–Grade 3


Benchmarks:

Students will:


1.01 Combine and perform basic loco-motor skills, moving on a specific pathway (skip in circle, slide in zigzag, run in a variety of linear paths).1.02 Combine and perform loco-motor and axial movement (walk and turn, stretch and slide).1.03 Create simple sequences of movement using beginning, middle, and end.1.04 Create shapes and movements, using fast and slow tempos.1.05 Demonstrate the ability to work effectively alone and with a partner.

2. TECHNIQUES- Identify and apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance

2.01 Demonstrate the ability to start, change, and stop movements.2.02 Perform short movement problems, emphasizing the element of force/energy such as swing, melt, explode, and quiver. 2.03 Show a variety of combinations of basic loco-motor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).2.04 Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).2.05 Expand the ability to incorporate spatial concepts with movement problems.

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3. MEDIUM-Demonstrate the Humans Body in Motion.3.01 Create and perform complex improvised movement patterns, dance sequences, and studies.3.02 Find four different ways to combine a turn, stretch, and jump.3.03 Demonstrate kinesthetic awareness.3.04 Demonstrate and identify the element of space in dance: personal/general, loco-motor / non-loco-motor movement, axial movement, shape, level, direction, and pathways.3.05 Demonstrate and identify the element of time in dance: tempo and rhythm.3.06 Demonstrate and identify the element of energy/dynamics in dance.

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Give examples of ways in which activities of professionals in the performing arts are similar to each other (observing discipline, practicing skills, and rehearsing performances.


5.01 Describe and demonstrate ceremonial and folk/traditional dances that show work activities such as harvesting, fishing, and weaving.5.02 Name and demonstrate dances of Native Americans.

6. PRESENTATION-Show dance opposition with peers, emphasizing focus and concentration

6.01 Name specific criteria to assess the quality of a dance performance of peers which emphases focus, level of personal involvement, and physical control.

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Rationale


Benchmarks:

Students will:

4. Use technical skills-perform movements and rhythm patterns.4.01 Perform movement and rhythm patterns.4.02 Expand the ability to incorporate spatial and time concepts in movement problems.4.03 Demonstrate the differences between spontaneous and planned movement.4.04 Create and perform patterns in dance405. Create simple movement sequences using beginning, middle, and end.4.06 Improvise, create, and perform dance sequences using ideas and concepts from different sources.4.07 Demonstrate the ability to work effectively alone and with a partner.

5. Identify and use an appropriate symbol system.5.01 Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm, patterns, type of energy).5.02 Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).5.03 Describe the similarities and differences in performing various dances (e.g., direction chances, steps, type of energy and tempo).5.04 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).5.05 Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

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Art Content Standard 2




Benchmarks:

Students will:


1.01 Demonstrate the ability to use smooth transitions when connecting one movement phrases.1.02 Demonstrate increased range and use of space, time. And the following concepts: force/energy, pulse/accents, melt/collapse, and weak/strong.

2. TECHNIQUES-Identify and apply the techniques of body awareness (e.g., in how many ways can you travel from point A to point B?).

2.01 Demonstrate mental concentration and physical control in performing dance skills.2.02 Create, develop, and memorize set movement patterns and sequences.

3. MEDIUM-Demonstrate the human body in motion.3.01 Perform improvised movement and dance studies with focus and expression.

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Describe, discuss, and analyze the process used by choreographers to create a dance.4.02 Use dance vocabulary to describe unique characteristics of dances they have watched or performed from countries studies in the history-social science curriculum (rhythms, spatial patterns, gestures, and intent).4.03 Explain the function of dance in ceremonial and social community events in Native American Cultures.

5. STYLE-Identify examples of folk, popular and contemporary (e.g., ballet, jazz, modern, tap) dance.

5.01 Perform and identify folk/traditional and social dances from Montana.5.02 Name and demonstrate dances of Native Americans.5.03 Perform and describe dances that reflect the geographical places in which the dances are performed (deserts, rain forest, and islands).

6. PRESENTATION-Show dance composition with peers, emphasizing focus and concentration.


Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning.

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Rationale


Benchmarks:

Students will:

4. Use technical skills-perform movements and rhythm patterns.4.01 Create, develop, and memorize set movement patterns and sequences.4.02 Demonstrate the ability to use smooth transitions when connecting one movement phrase to another.4.03 Demonstrate the ability to work effectively alone and with a partner.

5. Identify and use an appropriate symbol system.5.01. Demonstrate additional partner and group skills of imitating, leading, following, mirroring, calling/ responding, and echoing.5.02 Create a dance study that has a beginning, middle, and an end by reviewing, revising and refining.5.03 Describe a specific movement using appropriate dance vocabulary.5.04 Demonstrate increased range and use of space, time, and force/energy concepts in pulse/accents, melt/collapse, and weak/strong.5.05 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).5.06 Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

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Dance: 5-8


Skills & Knowledge: 5th/6th Grades

Rationale


Benchmarks:

Students will:

3. COMPOSITION- Apply the elements of space (Shape, level, path in space, pattern, form), time (duration, rhythm), and energy (movement quality) to compose dances phrases.

1.02 Exhibit kinesthetic awareness in development of movement skills and dance techniques: alignment, balance, articulation of isolated body parts and elevation landing.

1.03 Describe the movement elements observed in a dance, using movement/dance vocabulary

1.04 TECHNIQUES- Apply the techniques of body awareness (e.g., control,

flexibility, dynamics, expression, and musicality) in class and performance.2.01 Identify ways to manipulate dance sequences through exploration2.02 Demonstrate the ability to work alone, with a partner and cooperatively in a group

during the choreographic process.2.03 Improvise, create and perform dances based on own ideas and concepts from

sources.

5. MEDUIM- Demonstrate the Human body in motion.3.01 Utilize the various processes for abstracting gestures to create dance movement.3.02 Use improvisation to discover and invent movements for creating dance sequences

6. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Demonstrate dance styles and concepts from various cultures.4.02 Create a dance composition based on dance from various cultures.4.03 Describe similarities and differences in dance movements from various cultural forms.

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4.04 Investigate dance genres using resources such as community and media4.05 Identify and explore various dance genres and innovators throughout historical periods.4.06 Describe the role of dance in at least two different cultures or time periods.


5.01 Compare and contrast multiple dance styles5.02 Examine various styles of dance and their use in other content areas, historically and in current day presentations.

6. PRESENTATION- Rehearse, perform and critique dance.6.01 Identify and discuss specific elements that affect interpretation of various dance forms including sound/silence, music, spoken text, lighting, set, props and costumes6.02 Summarize examples of healthy and unhealthy practices in dance.6.03 Discuss strategies to prevent dance injuries.6.04 Demonstrate appropriate behaviors while watching, creating and performing dance.



Skills & Knowledge: 5th/6th Grades

Rationale

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Benchmarks:

Students will:

5. Use technical skills - perform movements and rhythm patterns with control and expression.4.01 Explore ways to transfer a spatial pattern to the visual to the kinesthetic.4.02 Utilize the element of time in dance: explore ways to transfer a rhythmic pattern to the aural to the kinesthetic.

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6. Use dance elements (space, time and energy) to discuss movement and produce movements demonstrated and/or described in words.

5.01 Demonstrate the reproduction of dance sequences from verbal, visual and/or cues5.02 Describe specific dance movements using appropriate dance vocabulary.5.03 Demonstrate increased range and use of space, time and force/energy concepts to

pulse/accents, melt/collapse, and weak/strong.


Skills & Knowledge: Grade7

Rationale


Benchmarks:

Students will:

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1. COMPOSITION- Apply the elements of space (Shape, level, path in space, pattern, form), time (duration, rhythm), and energy (movement quality) to compose dances phrases. 1.01 Use improvisation to invent and combine movements for creating dance content

1.02 Create a dance sequence that communicates a topic of personal significance.1.03 Incorporate and utilize various elements to communicate meaning in a dance.1.05 Manipulate the element of space in dance: transfer a spatial pattern to the

kinesthetic.1.06 Manipulate the element of energy in dance: identify and demonstrate a range of

dynamics/movement qualities

4. TECHNIQUES- Apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance.

2.01 Use partnering skills in movements and sequences2.02 Identify possible aesthetic criteria for evaluating dance.2.03 Improvise, create and perform dances based on own ideas and concepts

3. MEDUIM- Demonstrate the Human body in motion.3.01 Demonstrate memorization and reproduction of movement sequences from visual, and/or auditory cues.3.02 Exhibit and describe kinesthetic awareness in development of dance techniques: initiation of movement and weight shift, fall and recovery.

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Demonstrate examples of various styles of dance4.02 Compare and contrast dances from various cultures4.03 Discuss and examine the use of dance in society throughout historical time periods and how it relates to other content areas.


5.01 Demonstrate dance styles and concepts from various cultures.5.02 Create a dance composition based on dance from various cultures and forms5.03 Create a dance composition that utililizes various art areas (dance, music,theater and/or visual arts.

7. PRESENTATION- Rehearse, perform and critique dance.6.01 Define the role of an audience and performer in dance6.02 Identify and explore various dance-related professions including those of costume, lighting designer and composer.6.03 Create dance sequences using abstracted gestural movements.

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Skills & Knowledge: 7th Grade

Rationale


Benchmarks:

Students will:

4. Use technical skills - perform movements and rhythm patterns with control and expression.

4.01 Identify and explore strategies to prevent dance injuries4.02 Identify and explore the capabilities and limitations of the body.

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4.03 Create an original warm-up that prepares the dancer mentally and physically through movement.4.04 Demonstrate an ability to synchronize and manipulate body movements,& rhythm,


5.01 Create a dance sequence that communicates a topic of personal significance.5.02 Incorporate and utilize various elements to communicate meaning in a dance.5.03 Create dance sequences using abstracted gestural movements.




Rationale


Benchmarks:

Students will:

1. COMPOSITION- Apply the elements of space (Shape, level, path in space, pattern, form), time (duration, rhythm), and energy (movement quality) to compose dances phrases.

1.01 Exhibit and explain kinesthetic awareness in development of movement skill dance techniques.1.02 Synthesize the element of energy: identify and clearly demonstrate a range of dynamics/movement qualities.1.03 Synthesize the element of time in dance: accurately transfer a rhythmic patterns to the aural to the kinesthetic.1.04 Synthesize the element of space in dance: accurately transfer a spatial pattern to the visual to the kinesthetic.

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2. TECHNIQUES- Apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance.

2.01 Demonstrate accurate memorization and reproduction of dance sequences from verbal, visual and/or auditory cues.2.02 Incorporate and justify the use of various techniques of body awareness to communicate meaning.

3. MEDUIM- Demonstrate the Human body in motion.3.01 Demonstrate the movement elements observed in a dance using appropriate vocabulary.3.02 Create, present and explain a concept through dance that communicates a topic of

personal significance

4. FUNCTION- Identify examples of social, theatrical, and traditional dance.4.01 Demonstrate dance styles and concepts from various cultures.4.02 Create dance compositions based on dance from various cultures.4.03 Show a knowledge and understanding of the use of dance during various historical

periods.

5. STYLE-Identify examples of folk, popular, and contemporary (e.g., ballet, jazz, modern, tap) dance.5.01 Demonstrate an understanding of various dance styles and forms and in a historical context.5.02 Create dance compositions based inclusive of and blending two or more dance styles within the piece.5.03 Using a variety of media and technological resources, investigate and explain different examples of dance in contemporary culture.

6. PRESENTATION- Rehearse, perform and critique dance.6.01 Collaborating with a small group, create and participate in an original dance production .6.02 Compare and contrast two dance compositions using appropriate dance terminology.

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Rationale


Benchmarks:

Students will:

4. Use technical skills - perform movements and rhythm patterns with control and expression.

4.01 Demonstrate an understanding of movement and rhythm and their impact on a dance production4.02 Perform contrasting dance pieces using control and expression as a contrasting element.


5.01 Identify and clearly demonstrate a range of dynamics/movement qualities, including an understanding of space, time and energy.5.02 Effectively communicate a personal experience through the use of movement.5.03 Use movement to integrate and explain an idea or concept from another content area such as Language Arts, math, science or social studies.

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Dance 9-12

Content Standard 2:Students apply and describe the concepts, structures, and process in the Arts.

Benchmarks:

Students will:

2. Apply the techniques of body awareness (e.g., control, flexibility, dynamics, expression, and musicality) in class and performance.

2.01 Recognize and demonstrate kinesthetic awareness through proper body alignment.2.02 Demonstrate capabilities and limitations of the body through movement exploration.2.03 Identify and discuss functions of muscle groups and bone structure (flexion, extension,

circumduction, rotation, abduction, adduction, and hypertension).2.04 Identify and explain personal responsibilities necessary to perform dance.2.05 Identify issues (fact, propaganda, and opinion) affecting the health and care of the

dance instrument to make informed decisions.2.06 Focus on articulation, strength, flexibility, agility, and coordination.2.07 Explore and demonstrate the use of a variety of dance techniques and vocabularies.

3. Demonstrate the human body in motion.3.0 1 Employ the use of improvisation (free and structured) to discover and generate

movement. 3.0 2 Explore movement with a partner or group and exhibit spontaneous decision to select

movement for dance.3.0 3 Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) in dance

movement.

4. Identify examples of social, theatrical, and traditional dance.4.0 1 Identify ways that dance reflects, records, and influences history.4.0 2 Identify patterns, relationships, and trends dance plays in at least two different cultures

and discuss how aesthetic judgments vary between them.4.0 3 Research the origins of and the universal themes of dance.4.0 4 Examine and describe the role of the dancer in society as an expressive artist,

performer, participant, and creator of artistic values.4.0 5 Identify and demonstrate an understanding of the development of dance from Ancient

through Medieval periods, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

4.0 6 Analyze the development of dance from the Renaissance through Romantic periods focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors and innovations.

4.0 7 Evaluate the development of dance during the Twentieth Century and contemporary eras focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

4.0 8 Classify and discuss the relationships of dance elements in compositions.4.0 9 Apply various choreographic structures to movement sequences.4.10 Employ the choreographic principles of unity, variety, contrast, repetition, and transition

in a movement study.

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4.11 Illustrate and compute through charts, formulas, or diagrams how the use of technical/theatrical elements used in a dance can affect the choreographic structure and intent.

5. Identify examples of folk, popular, historical, and contemporary (e.g., ballet, jazz, modern, tap) dance.

5.01 Observe and discuss significant contemporary dance works with respect to historical, cultural, philosophical, and artistic perspectives.

5.02 Identify folk music from various cultures, such as American square dance, Irish step-dancing, or the polka, and demonstrate one of these.

5.03 Identify and demonstrate a variety of popular dance forms.5.04 Identify changes in formal dance performance from classical ballet to modern jazz

dance.5.05 Discuss the variation in style and techniques exhibited in folk, popular, historical, and

contemporary dance.

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Content Standard 3Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning.

Benchmarks:

Students will:

1. Use art materials, techniques, technologies, and processes to create specific products and responses to ideas.

1.01 Recognize and demonstrate the use of the human body as an instrument of expression. 1.02 Use technology as a tool for exploring and creating dance.1.03 Choreograph a dance featuring the use of all basic dance elements.

2. Communicate intended meaning through the interpretation of a subject.2.01 Communicate personal feelings and ideas through movement with individual style and

clarity.2.02 Create a dance that effectively communicates a social theme.

3. Use improvisation/experimentation to predict potential solutions to problems and pose new problems.

3.01 Improvise, create, and perform dances based on own ideas and concepts from other sources.

3.02 Utilize and manipulate various structures and/or forms of dance in dance compositions.

4. Perform movements and rhythm patterns with appropriate range of dynamics and expression.4.01 Demonstrate the ability to plan, organize, memorize, and accurately perform extended

movement sequences.4.02 Choreograph a simple dance focusing on a selected stimulus (visual, auditory, tactile,

kinesthetic).4.03 Combine the creative process with personal movement style to produce a movement

sequence.4.04 Choreograph dances exemplifying a selected dance technique.4.05 Choreograph a dance, clearly illustrating at least two dance elements (space, time, and

energy/dynamics).4.06 Create dance compositions using various choreographic structures to vary the form

(canon, AB, ABA, theme and variation, rondo).4.07 Create dance compositions using the choreographic principles of unity, variety,

contrast, repetition, and transition.4.08 Choreograph dance movement studies demonstrating the dance styles of a selected

ethnic culture.4.09 Choreograph dances demonstrating the style of noted twentieth century and

contemporary choreographers.4.10 Perform and describe the similarities and differences between two contemporary forms

of dance or two choreographers.4.11 Create a dance demonstration explaining basic principles of anatomy and kinesiology.

5. Use dance elements (space, time, energy) to discuss movement and produce movements demonstrated and/or described in words.

5.01 Recognize and demonstrate understanding that dance has different forms, techniques, and vocabularies.

5.02 Explore and demonstrate understanding of the dance element of space.

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5.03 Explore and demonstrate understanding of the dance element of time.5.04 Explore and demonstrate the understanding of the dance element of movement

energy/dynamics.

MUSIC

Recent developments in educational psychology, such as Howard Gardner’s Multiple Intelligences Theory, have shown a renewed interest in the arts as an essential part of the education of a well-rounded child. Music has a special and unique value to every student as part of core curriculum. Every student may not possess a naturally high profile in music intelligence. Every student may, however, increase his/her own music intelligence through learning to focus on the expressive organization of sounds through the interrelationships of the elements of music.

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Music must be viewed as a separate domain of intelligence, unique to itself. Through listening, performing, and composing quality works of art, students will be made aware of the expressive qualities that only music can offer. Curricula emphasizing this expressive power need to become the standard in every music classroom.

In order to insure individual student understanding of music the following criterion must be implemented:· All music courses (K-12) must be taught by a certified music specialist.· Teacher/student ratio must be maintained at 20:1 margin or less in grades K-3 and

at a 30:1 margin in grades 4-12 without a qualified teacher assistant or second teacher.

· Performances must be limited to 2 per year in grade K-5, 5 times per year in grades 7-8, and 7 times per year for major performing groups in the high school.

· Adequate rehearsal and performance facilities for discerning listening choices.· Number of minutes for instruction per week as defined on pages 35-36.· An art, drama, music and humanities/arts appreciation course offering at high

school level which is not performance orientated.· Continuance of general music in grades 7-12 (composition and music

technology).

GOALS

In formulating our curricular recommendations, the Music Curriculum Committee of Ravalli County Curriculum Consortium considered these National Standards for Arts Education adopted by the Music Educators National Conference in 1994 and the Montana Standards for Arts, adopted in 2002.

The National Standards for Arts Education state that, as a result of a comprehensive K-12 music education program, every student should:

· Sing, alone and with others, a varied repertoire of music.· Perform on instruments, alone and with others, a varied repertoire of music.· Improvise melodies, variations, and accompaniments.· Compose and arrange music within specified guidelines.· Read and notate music.· Listen to, analyze, and describe music.· Evaluate music and music performances.· Understand relationships between music, the other arts, and disciplines outside the

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arts.· Understand music in relation to history and culture.

Sources: The School Music Program: Descriptions and Standards. Music Educators National Conference

National Standards for Arts Education (1994). Music Educators National Conference

The Montana Standards for Arts are attached on pages 13, 20, and 28.

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DEFINITIONS/TERMINOLOGY:

AESTHETICS: The insights contained in the artistic qualities of art work. This entails applying sensory knowledge and artistic judgment to the expression of the nature of human ideas, feelings, and emotions and results in the creation of expressive forms valued for their own sake.

APPRECIATION: Sensitivity to, understanding of, and awareness of aesthetic values.

CREATIVITY: The process by which original ideas, new combinations of ideas, and new relationships among ideas are formed and expressed.

SPIRAL CURRICULUM: The curriculum is a spiral structure, with all activities and learning based on previous experiences and forming the basis for future learning.

OUTCOMES: The student’s ability to perform specific tasks as a result of instruction.

EXPLANATION OF INTELLIGENCES: Intelligence does not develop in synchrony. Students may be advanced in one of two areas but this doesn’t mean that they will be advanced in all areas. The nine areas of intelligence include logical, mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist and spiritual.

MUSICAL INTELLIGENCE: Musical intelligence emerges earlier in the child’s life than any other form of intelligence. Musical intelligence is an extraordinary awareness of the patterned elements in sound that are combined for their expressive power and effect including auditory and rhythmic.

ELEMENTS OF MUSIC

The musical experience results from an understanding of all the concepts.

RHYTHM is the organization of sound and silence in music.

PITCH/MELODY is the linear organization pitches.

FORM is the organization of musical elements in order to achieve cohesive structure.

TEXTURE is the characteristic quality of sound combinations.

HARMONY is the vertical organization of pitches.

TIMBRE is the characteristic quality of a sound.

EXPRESSION is the interpretation and communication of music’s aesthetic dimension.

MODES OF MUSICAL BEHAVIOR:

These activities are the means by which the outcomes are achieved. They are organized into three modes of musical behavior, each of which is considered an active learning experience.

Performing. Experiences in this mode give students an opportunity to experiment with the materials of music by producing sounds--combining kinesthetic skills within given structural boundaries. Performing demonstrates understanding of one or more concepts.

Listening/Describing. Experiences in this mode give students an opportunity to discuss, define, expand, and relate the phenomena that make music. Describing manifests an understanding of various musical concepts.

Creating. Experiences in this mode give students an opportunity to apply what has been discussed and performed. Activities in composition or in improvisation demonstrate a broad, synthetic understanding of various musical concepts.

POSITION STATEMENT

RECOMMENDATIONS FOR PROGRAM STANDARDS:

Program Leadership and Coordination

· A music department chairperson or coordinator is designated for coordination of the music program.

· Music staff members are encouraged to participate in continuing education and professional activities.

· There is written administrative or board policy to govern:Field trips (extra-curricular eligibility rules do not apply).Activity funds and fund raising.The use of school-owned instruments and equipment.Public performances by school performing groups.

· A long-range plan for continuation and development of the music program has been established.

· A plan for assessing student achievement in music developed by the music staff has been established.

· A comprehensive plan for evaluating the music program has been established.

Curriculum

· Opportunities to study music are provided for all pupils during the school day as part of the regular school curriculum.

· Each pupil in each year, grades K-6 studies general music with a music specialist.· In grades 5-12, students have the opportunity to select music electives from each of the

following areas of study: choral music, instrumental music, and general music.· Appropriate opportunities in music are provided for all students at all grade levels.· Schedules accommodate music classes and ensembles during the school day.· The scheduling process accommodates those students with conflicts who desire to

participate in music performing groups.· There is a written curriculum guide which includes all aspects of the music program, K-

12, has been adopted· The music curriculum is consistent with the school district’s statement of philosophy and

goals.· All music staff will be involved in the development or revision of a written music

curriculum guide.· The music curriculum provides for student experiences in performing, describing,

listening to, and creating music.· The written curriculum guide is to be developed and reviewed every five years.· The music literature used in each class represents a variety of styles and cultures.· Music curriculum provides an opportunity for students to attend a live musical

performance of professional quality each year.

RECOMMENDATIONS FOR STAFFING AND SCHEDULING:

Elementary Program

· Opportunities to study music are provided during the day for all pupils as part of the regular school curriculum.

· In kindergarten, instruction is provided by a music specialist at least once weekly, for a minimum of thirty minutes supplemented by the music experiences lead by the kindergarten teacher.

· In grades 1-6, instruction is provided by a music specialist two times weekly for a minimum of 45 minutes per meeting.

· Class size for general music instruction is commensurate with average size for all classroom instruction, K-8.

· The teaching load and student contact time for a music teacher does not exceed the load for teachers in other academic areas.

· There is correlation of instruction between general, choral, and instrumental music.

Middle/Junior High School Program

· Students in the middle or junior high school have opportunity to elect courses in the area of general music, choral music, and instrumental music each year.

· Music electives meet a minimum of 2.5 periods or 120 minutes per week.· Class size in general music is commensurate with average class size for all classroom

instruction in the middle/junior high school. If class size exceed 30 students, a qualified teacher’s assistant will be assigned to that class.


· There is correlation of instruction between general, choral, and instrumental music.

High School Program

· Students in high school have the opportunity to elect courses in the area of general music, choral music, and instrumental music each year.

· Music electives meet for a full period daily and receive credit on the same basis as other academic courses.

· There is correlation of instruction between general, choral, and instrumental music.· Class size music is commensurate with average class size for all classroom instruction in

the high school. If class size exceeds 30 students, a qualified teacher’s assistant will be assigned to that class.


Choral Music

· Choral experiences (distinct from classroom general music) are provided to students in grades 3-12

· The secondary school choral program (grades 7-12), includes the opportunity to participate in the small choral ensembles in addition to large group rehearsals.

Instrumental Music

· Opportunity for band instrument instruction begins in grade 5 and continues through grade 12.

· The elementary full band meets during the school year at least three times weekly for 45 minutes.

· Students enrolled in band (grades 5-8) receive at least 45 minutes of sectional instruction per week in addition to large group rehearsals.

· The secondary school instrumental program (grades 9-12) includes the opportunity to participate in small ensembles.

COMPREHENSIVE ARTS EDUCATION

· Fine arts resources in the community are identified and incorporated into the school program.

· Professional artists are incorporated into the school music program at all levels.· There are co-curricular and extracurricular activities available to students in the fine arts.

MUSIC FACILITIES-GENERAL CHARACTERISTICS

Teaching Stations:· A classroom equipped with a piano for each full-time music staff member will be

provided.· An adequate facility in the school for public performance by music groups.· A computer (MIDI capable) and software for record keeping and tutorial programs will

be provided.

Locations:· Sounds from music areas do not interfere with other instructional or administrative areas.· Sounds from adjacent areas do not interfere with music instruction.· Sound levels within each music area do not exceed OSHA Regulations #1910.95

regarding the exposure levels (90-115 DBA slow response or 140 DB impact noise peak sound pressure level).

· Access to the rehearsal facility is planned for good movement of traffic and equipment.· Access to the performance facility is planned for easy transport of equipment and public

traffic and parking.

Special Features:· Double doors have removable center joints to allow movement of piano, raisers, and

heavy equipment.· Electrical outlets are provided for individual stations in all teaching areas.· Circuitry is provided for recording and playback equipment.· Built-in security spaces for speakers are provided.· Acoustic treatment is provided for all areas.· Illumination provides non-glare diffusion for music reading (40-50 foot candles, 430-530

lux).· Individual stations are individually lighted.· Ventilation meets requirements for large classes (increased respiration in playing,

singing, and/or physical movement). At least 5 cubic feet of air per minute (.2 cubic meters) per pupil is provided.

· Ventilation and lighting are “silent” in music areas.· Temperature is constant 65-70 degrees (18022 Celsius) with 40-50 percent controlled

humidity. (Air condition is recommended for instrument storage.)· At least 32 square feet of whiteboards are mounted, partially staff-lined, and placed for

efficiency and acoustic considerations.· Shelving and cabinets are provided for music supplies and equipment.· Access to uniform, instrumental, and general storage areas is adequate for peak periods of

traffic density.· Pianos are provided for rehearsal and teaching areas.· Quality recording and sound reproduction equipment is furnished for teaching stations.

ELEMENTARY SCHOOL FACILITIES:

A music room is provided for elementary general music classes.· A minimum of 30 square feet per student is provided to accommodate the largest group

serviced.· The room is carpeted.· The room is without risers in order to provide open spaces for body movement.· A minimum of 250 square feet of storage is provided, including book storage shelves,

equipment cabinets, and classroom instrumental storage.· Multiple electrical outlets are provided.· A music facility is provided for chorus and band rehearsals at the elementary level.· Instrumental storage is provided for specialty instrumental programs.

MIDDLE/JUNIOR AND SENIOR HIGH SCHOOL FACILITIES:

A music teaching classroom is provided for music at middle/junior or senior high school levels.· A minimum of 30 square feet per student is provided to accommodate the largest group

served.· A minimum of 250 square feet of storage is provided, including book storage shelves,

equipment cabinets, and instrumental storage.· Multiple electrical outlets are provided.

Special Music Rehearsal Facility–Instrumental:· Adequate teaching stations are provided for specialized instrumental music instruction at

the middle/junior high school levels that are capable of serving the needs of the largest school instrumental performing groups.

· A minimum of 25 square feet per student is provided to accommodate the largest group served.

· At least 400 cubic feet of space per performer is provided by 14-18 foot (4.267 m - 5.486 m) ceiling to accommodate the sound and ventilation needs of the largest group served.

· Risers are available for special purpose rooms.· Storage is built into special purpose rooms and specialized storage is provided for

instruments, music library, music folders, uniforms and large percussion.· Chairs have straight backs and straight seats which facilitate correct posture during

performance.· Uniform dress is provided.· Heavy duty music stands with friction adjustment are provided.· A sink and water supply are available.

Special Music Rehearsal Facility–Choral:· Adequate teaching stations are provided for specialized choral music instruction at the

middle/junior and senior high school levels capable of serving the needs of the largest school choral performing group.

· A minimum of 18 square feet per student is provided to accommodate the largest group served.

· At least 125 cubic feet of space per performer is provided by ceilings 14-18 feet (4.267 m - 5.486 m) high to accommodate sound and ventilation needs of the largest group served.

· Risers are provided for special purpose rooms.· Choral risers are at least 40 inches (12.19 m) in width with 6-10 inches (1.829 - 3.048 m)

elevations.· Storage is built into special purpose rooms providing for choral music octavos, music

folders, robes, and a music library.· Chairs with straight seats and backs are provided for choral performance.· Uniform dress is provided.· Adequate and accessible storage area for performance risers and sound shell located

near/in the performance facility.· MIDI capable computer and keyboard are available.

Special Concerns:Instrumental Storage (elementary, secondary)

· Storage is adequate for all instruments.· Storage is placed for good traffic flow, avoiding dead ends.· Storage is safe and secure.

Uniform and Robe Storage (secondary)

· Storage is adequate for all uniforms, robes, and accessories.· Unbreakable, full length mirrors are provided.· Storage is ventilated.

Office or Studio (elementary, secondary)

· Office space with desk and filing cabinets are provided for each teacher.· Office is adjacent to teaching areas.· Office is enclosed for student conferences and lessons.· Student areas are in view from the office area.

Practice Rooms (elementary)

· Program facilities include a minimum of five practice rooms.· Minimum size for practice rooms is 55-65 square feet.· At least two small ensemble room of 80 square feet is provided.

Electronic Instruction (elementary, secondary)

· Facilities include space for electronic music, class piano, computer assisted instruction, or other special classes.

Music Library (elementary, secondary)

· Space, furniture, and equipment are provided for sheet music and score libraries.· Filing cabinets, box, and/or shelf storage are provided.· Table, card files, paper cutter, and music-sorting facilities are provided.· Space is adequate for at least six legal cabinets, two double door cabinets, and 12 linear

feet of working table area.

Individual Stations

· Stations for individualized instruction are provided throughout instructional areas.· Electrical outlets and/or carrels are provided in available spaces.

Materials

General

· There are budget provisions for consumable and nonconsumable music supplies.· An annual budget is provided for repair and maintenance of instruments and equipment

equal to at least 4 percent of the current replacement value of the total instrument and equipment inventory.

· An annual replacement budget for equipment equal to 7 percent of the basic inventory is provided.

Textbooks and Music Materials

· Textbooks and music materials are adequate to meet the needs of the music curriculum.· Computer software for music study is provided.· Supplemental recordings and other materials for the textbooks are supplied for grade

levels K-8.· A library of ensemble music is provided.· The ensemble music library contains at least three titles for each instrumental student.· The text and sheet music collection increases by at least 5 percent annually.

Books, Music, and Media Materials

· Music books, media, and reference collections in the school library/media center are adequate to meet the needs of the curriculum.

· A variety of music learning resources including books, recordings, scores, films, transparencies, self-instructional materials, charts, and so on, are available for each grade level.

· Music learning library resources constitute at least 5 percent of the holding of each school library/media center.

Equipment

General

· Quality sound recording and playback equipment is available to each music classroom and rehearsal area.

· Each music room is equipped with a good piano.· Provision is made for piano tuning at least twice yearly.· Straight chairs are provided for music classes and performing groups.

Equipment Available for Elementary General Music Rooms

· Percussion instruments of excellent quality are provided: assorted drums (bongo, conga, hand drums), cymbals, rhythm sticks, finger cymbals, triangles, tambourines, wood blocks, guiros, maracas, claves, bells, sand blocks, and ethnic instruments.

· Orff instruments are provided in various sizes and timbres: bass, tenor, alto, soprano xylophones, metallophones, glockenspiels, tuned drums, and hand drums.

· Recorders are provided: soprano for class use; alto, tenor, and bass for special groups.· An acoustic guitar is provided. · Electronic music equipment is provided.· MIDI capable computers are provided with CD/DVD burners and MP3 players.· Video equipment--T.V., VCR, and camera with tripod, DVD player· High quality portable performance risers and sound shell· Portable PA/Sound system with mixer, speakers, monitors, and microphones.

Equipment for Choral Music Programs

· High quality portable performance risers and sound shell.· A good quality piano is provided in each rehearsal area.· A concert quality (baby grand) piano is provided in the performance area.· Electronic equipment is provided: guitars, amplifiers, electric bass, public address

system, microphones, MIDI capable keyboard, mixers, speakers, and monitors.· Uniforms and music folders are provided· Seated and standing risers are provided for rehearsals and concerts.· Drum set is provided.· Percussion and ethnic instruments of excellent quality are provided.

Equipment for Instrumental Music Programs

· Heavy duty, adjustable music stands are provided.· Basic brass instruments are provided: tuba, baritone horn, French horn, bass trombone.· Basic woodwind instruments are provided: bass clarinet, alto clarinet, piccolo, oboe,

bassoon, soprano sax, tenor sax, baritone sax, English horn.· Basic percussion instruments are provided: snare and bass drums, cymbals, orchestra

bells, pedal tympani, mallets, beaters sticks, chimes, xylophone, marimba, drum set traps, Latin percussion, and piano (and stands where appropriate).

· Electronic equipment is provided: guitars, amplifiers, electric bass, electronic piano, public address system, microphones, synthesizers, and computers.

· Electronic and acoustic tuning devices are provided.· Where appropriate, marching equipment is provided: field drums, color guard equipment,

sousaphones, and so on.· Uniforms and music folders are provided.· Standard symphonic band and orchestra instrumentation is provided for well balanced

performance groups.

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MONTANA STANDARDS FOR THE ARTSK-4 STANDARDS & BENCHMARKS

Rhythm: 1.2, 2.1, 2.2, 2.3, 2.6, 3.3, 3.4, 3.5

Pitch: 2.1, 2.2, 2.3, 2.6, 3.3, 3.4, 3.5

Form: 1.3, 1.4, 2.1, 2.2, 2.3, 2.5, 2.6, 3.3, 3.4, 3.5, 4.4, 6.2

Texture & Harmony: 1.1, 2.1, 2.2, 2.3, 2.6, 3.3, 3.4, 6.4

Timbre/Tone: 1.2, 1.5, 2.1, 2.2, 2.3, 2.6, 3.3, 3.4, 4.1, 5.1

Expressive Qualities: 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5,2.6, 3.1, 3.2, 3.4, 3.5, 4.1, 4.3, 4.4, 5.2, 5.3, 5.4, 5.6

Interdisciplinary Connections: 3.4, 4.1, 4.2, 5.3, 5.5, 6.1, 6.2, 6.3, 6.4

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Numbers represent alignment with the Montana Standards for Arts.(example “2.3” is standard #2/benchmark #5)

KINDERGARTEN ESSENTIAL SKILLS AND KNOWLEDGEBy the end of the Kindergarten year, students will know and demonstrate the following abilities

RHYTHM:· Experience and respond to the steady beat in double and triple meters.· Experience and respond to silent beat.· Experience and respond to long and short sounds.· Experience and respond to beat and no beat.

PITCH/MELODY:· Experience and respond to high and low pitch.· Experience and respond to melodic direction.· Experience and respond to pitch patterns of sol and mi.

FORM:· Experience and respond to the whole and parts of a song.· Experience and respond to same/different elements of a song.· Experience and respond to repetition/contrast in a song.

TEXTURE/HARMONY:· Experience and respond to melody alone and melody with accompaniment.· Experience major and minor tonalities.

TIMBRE/TONE:· Explore with the voice (speak, whisper, sing).· Explore and respond to a variety of instrumental sound qualities.

EXPRESSIVE QUALITIES:· Experience and respond to fast and slow, loud and soft, light and heavy qualities.· Experience and respond to a variety of musical styles and moods and music of

different cultures.· Experience traditional children’s song literature and American folk music.· Experience and respond to locomotor and non locomotor movement, develop a

movement and direction vocabulary.· Experience creative movement to match music.· Experience and explore unpitched percussion instruments and basic techniques.· Perform beginning folk dances.

INTERDICIPLINARY STUDIES

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· Collaborate with classroom teachers on grade level curriculum.· Enhance instruction by incorporating various art forms and cultures.

FIRST GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in kindergarten, students by the end of first grade will know and demonstrate the following abilities.

RHYTHM:· Experience and responds to steady beat, silent beat, duple and triple meter, and

rhythm patterns.· Responds to quarter, half, whole, eighth notes and quarter rest.· Recognizes and demonstrates an understanding of quarter notes and rests, eighth

notes.

PITCH/MELODY:· Experiences and responds to high/low pitch, upward/downward melodic direction,

steps, skips, repeats, and simple melodic patterns.· Show knowledge of hand signs syllables for mi, sol and la. · Students will identify the four uses of the voice (singing, speaking, whispering,

and shouting).

FORM:· Experience and respond to whole/parts of song.· Experience and respond to same/different elements of songs, · Experience and respond to AB and ABA form and phrase lengths.

TEXTURE/HARMONY:· Experiences and responds to melody alone or with accompaniment (vocal or

instrumental).

TIMBRE /TONE:· Differentiates between non-musical, vocal, instrumental and electronic sound.· Experience major and minor tonalities.

EXPRESSIVE QUALITIES:· Experiences and responds to tempo, dynamics and style.· Experience and respond to a variety of musical styles and moods.· Explores and recognizes the historical, geographical, and cultural significance of

music.· Students experience the what, where, how and with whom they are moving. · Students will explore creative movement and dance from different cultures.

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· Continue to expand movement repertoire · Demonstrate proper mallet technique for pitched instruments. · Experience and demonstrate locomotor and non-locomotor movement and

direction vocabulary. · Perform beginning folk dances.

INTERDICIPLINARY STUDIES· Collaborate with classroom teachers on grade level curriculum.· Enhance instruction by incorporating various art forms and cultures.

SECOND GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of second grade will know and demonstrate the following abilities:

RHYTHM:· Experiences and responds to steady beat, silent beat/duple and triple meters,

rhythm patterns, and beat/no beat.· Recognizes, identifies by name and performs quarter, half, whole, eighth notes,

quarter rest, and half rest.· Performs simple rhythmic ostinato patterns.

PITCH/MELODY:· Experiences and responds to high/low pitch, upward/downward melodic direction,

steps, skips, repeats, and simple melodic patterns· Expand knowledge of hand signs and syllables for do, re, mi, sol and la

(pentatonic scale).· Continue to explore and identify head voice and chest voice and in-tune singing,

alone and with others.· Explore the music staff and pentatonic notation.

FORM:· Recognizes and identifies introductions and codas.· Experiences and responds to ABA, AB, call response, solo-chorus, and

cumulative song forms, including verse/refrain.· Explore and respond to phrase length and contour. (phrase patterns)

TEXTURE/HARMONY:· Recognizes harmony/two or more pitches using rounds and simple melodic

ostinatos.· Performs 2-part rhythmic score.· Performs simple chord and broken bordures.

TIMBER/TONE· Differentiates between non-musical, vocal, instrumental and electronic sounds.

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· Identifies the four families of unpitched percussion: scrapers and shakers, drums, woods, and metals.

EXPRESSIVE QUALITIES:· Experiences and recognizes basic tempo and dynamic markings.· Explores beginning improvisational techniques with pitched and unpitched

instruments. · Identifies single/double bar lines and repeat signs. · Explores and recognizes the historical, geographical, and cultural significance of

music.· Students will continue to explore creative movement and dance from different

cultures.· Continue to expand movement repertoire.· Experience and explore creative movement in small groups. · Perform beginning fold dances and recognize organized dance vocabulary.


THIRD GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of third grade will know and demonstrate the following abilities:

RHYTHM:· Understands steady beat concepts.· Identifies and demonstrates meter signatures.(2/4, ¾, 4/4, 6/8) · Recognizes, identifies by name and performs dotted half notes, and whole, half

and eighth rests.· Perform simple rhythmic patterns and ostinatos.

PITCH/MELODY:· Continues to experience and respond to melody, register, and direction.· Experiences and responds to melodic sequences and pentatonic/major/minor

scales.· Identify and respond to hand signs for do, re, mi, sol, la, and high do.· Continue to explore and identify head and chest voice, in-tune singing.· Explore proper vocal tone proper tone production and use of diaphragm.· Understands the concept of the musical alphabet and identifies lines and spaces of

treble clef.· Explores music staff and pentatonic notation.

FORM:· Experiences and responds to binary, ternary, and rondo forms.· Recognizes and identifies introductions, codes, and interludes, as well as forms

previously introduced.

TEXTURE/HARMONY40

· Explores and performs melodic ostinato, partner songs and 2 and 3 part rounds.· Perform simple chord borduns, broken borduns, and cross over borduns.

TIMBRE/TONE:· Explores and understands sound production.· Recognizes instrument families.· Differentiates vocal sound qualities.

EXPRESSIVE QUALITIES:· Recognizes basic tempo and dynamic markings.· Explores and recognizes the historical, geographical, and cultural significances of

music.· Explores improvisational techniques with pitched and unpitched instruments.· Continue to explore creative movement and dance from different cultures.· Create group dances to demonstrate forms and feelings· Continue to expand movement repertoire.· Perform folk dances using dance vocabulary.


FOURTH GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of fourth grade will know and demonstrate the following abilities:

RHYTHM:· Understand and demonstrates steady beat concepts.· Identifies and demonstrates duple/triple meter signatures and their function.· Recognizes, identifies by name and performs sixteenth notes, and triplets. · Identifies rhythm patterns in 6/8 meter and experiences syncopation patterns.

PITCH/MELODY:· Continues to experience and respond to melody, register and direction.· Experiences and responds to melodic sequences, pentatonic modes.· Identifies the musical alphabet, lines/spaces of the treble clef, and staff notation.· Explores beginning recorder techniques.

FORM:· Identifies phrases.· Experiences and responds to sonata form (AABA), as well as forms previously

introduced. · Continue to experience, identify and respond to hand signs for do, re, mi, sol, la,

do, low sol, and low la.· Continue to explore and identify head and chest voice, in in-tune singing

TEXTURE/HARMONY:41

· Experiences and responds to ostinato, counter-melodies, partner songs and rounds.

· Performs level and moving borduns and previously learned borduns.· Performs tonic accompaniment.

TIMBER/TONE:· Explores and understands sound production.· Recognizes instrument families and identifies individual instruments by name.· Differentiates vocal sound qualities.· Experiences vocal and instrumental ensembles.

EXPRESSIVE QUALITIES:· Recognizes additional music symbols as related to tempo, dynamics and style.· Explores and recognizes the historical, geographical, and cultural significances of

music.· Explores improvisational techniques with pitched and unpitched instruments.· Continue to explore creative movement and dance from different cultures.· Continue to create group dances to demonstrate forms and feelings· Continue to expand movement repertoire · Performs simple organized dances (ie., line dances, partner dances, square dances)


MONTANA STANDARDS FOR THE ARTS5-8 STANDARDS & BENCHMARKS

Rhythm: 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5

Pitch: 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5, 4.1

Form: 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5, 4.1, 4.3, 6.2

Texture/Harmony: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.3, 3.4, 4.1, 4.3, 5.2, 5.3, 5.6, 6.1, 6.4

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Timbre/Tone: 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 4.1, 4.3, 5.3, 6.4

Expressive Qualities: 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 5.1, 5.2, 5.4, 5.6, 6.3

Interdisciplinary Connections: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.4, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.2, 6.3, 6.4


FIFTH GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of fifth grade will know and demonstrate the following abilities:

RHYTHM:· Understand and demonstrates steady beat concepts.· Identifies and demonstrates duple/triple meter signatures and their function.

(mixed meter optional)· Recognizes, identifies by name and performs all notes/rests previously learned

and groupings of them. · Identifies rhythm patterns in 6/8 meter and experiences syncopation patterns.

PITCH/MELODY:· Continues to experience and respond to melody, register and direction.· Identifies the musical alphabet, line/spaces of the treble clef, notation, and the

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effect of sharps and flats and bass clef.· Experience, identify and respond to hand signs for pentatonic and diatonic

major/minor scales.· Continue to explore and experience head and chest voice in-tune singing, and

vocal pedagogy.· To experience and respond to phrase as a whole and phrase length.

FORM:· Experiences and responds to theme and variations, as well as forms previously

introduced.

TEXTURE/HARMONY:· Experiences and responds to ostinato, counter-melodies, partner songs and 4 part

rounds.· Identifies chord and explores basic chord progressions.· Performs 3 part rhythmic scores.· Continue to explore and improvise previously introduced borduns.

TIMBRE/TONE:· Explores and understands sound production.· Recognizes instrument families.· Differentiates vocal sound qualities.· Experiences vocal and instrumental ensembles.· Explore world music and instruments.

EXPRESSIVE QUALITIES:· Recognizes additional music symbols as related to tempo, dynamics and style.· Explores and recognizes the historical, geographical, and cultural significance of

music.· Continues to develop improvisational techniques with pitched and unpitched

instruments.· Continue to explore creative movement and dance from different cultures.· Continue to create group dances to demonstrate form and feelings.· Continue to expand movement repertoire. · Performs simple organized dances (ie., line dances, partner dances, square dances)


The middle school level expands and refines skills and concepts that were introduced at the elementary level and provides the opportunity for greater emphasis on performance skills. These skills and concepts are presented in ways unique to the individual areas of band, chorus, and general music. Each grade level presents progressively challenging materials.

SIXTH GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of sixth grade will know and demonstrate the following abilities:

RHYTHM:

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· Understands music moves in relation to an underlying beat and demonstrates that understanding through singing and playing instruments.

· Recognizes that within a series of beats some are stressed, thus organizing the beats into groups.

· Demonstrates the ability to understand the accent beat through movement singing, and performing on instruments.

· Understands music may be fast or slow and may become faster or slower and demonstrates this understanding by singing, moving and playing instruments.

· Recognizes that the organization of sound and silence within a rhythmic line move in relation to each other, sounds and silences are demonstrated through moving, singing and playing instruments.

· Recognizes that sounds within a rhythmic line may be longer, shorter or equal to the underlying beat, and demonstrates this understanding by singing, moving and playing instruments.

PITCH (MELODY AND HARMONY)· Identifies and demonstrates when a series of pitches moves up, down, or remains

the same.· Differentiates between a series of pitches that moves by steps and skips.· Recognizes and understand that pitches may be organized into tonal set or scales,

bounded by the octave; demonstrates his/her understanding through writing, singing, and performing on melodic instruments.

· Recognizes and demonstrates that individual pitches, when compared to each other, may be higher, lower, or the same.

· Recognizes that two or more pitches of sound may occur simultaneously and demonstrates this understanding through singing and playing musical instruments.

· Understands that chords and melody may move simultaneously in relation to each other; demonstrates this understanding by singing and playing an accompaniment instrument.

FORM:· Understands and demonstrates that a musical composition begins, continues, and

ends.· Identifies a series of sounds that forms a complete musical idea within a

composition.· Recognizes and describes where a phrase comes to rest.· Understands and analyzes a composition to identify segments made up of the

same, varied or contrasting musical ideas.· Identifies a composition in which the first and third segments are the same and the

second segment is contrasting.· Understand that a composition my include introductory and concluding segments.· Understands and demonstrates that a composition may begin with a segment that

returns after each contrasting segment.TEXTURE:

TIMBRE:· Realizes that sounds produced by different sources have distinctive characteristics

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and are grouped in families by their characteristic sound and the method of sound production.

EXPRESSIVE QUALITIES:· Recognizes that music may be comparatively loud or soft.· Understand and demonstrates the ability to identify music becoming louder or

softer.· Understands and demonstrates a series of sounds to be sustained and smoothly

connected or separate and detached.· Continue to explore creative movement and dance from different cultures.· Continue to create group dances to demonstrate forms and feelings.· Continue to expand movement repertoire.


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SEVENTH GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of seventh grade will know and demonstrate the following abilities:

RHYTHM:· Understands music moves in relation to an underlying beat and demonstrates that

understanding through singing and playing instruments.· Recognizes that with a series of beats some are stressed, thus organizing the beats

into groups.· Demonstrates the ability to understand the accent beat through movement,

singing, and performing on instruments.· Understands music may be fast or slow and may become faster or slower and

demonstrates this understanding by singing, moving and playing instruments.· Recognizes that the organization of sounds and silence within a rhythmic line

move in relation to each other; sounds and silences are demonstrated through moving, singing and playing instruments.

· Recognizes that sounds within a rhythmic line may be longer, shorter or equal to the underlying beat, and demonstrates this understanding by singing, moving and playing instruments.

PITCH (MELODY AND HARMONY):· Identifies and demonstrates when a series of pitches moves up, down, or remains

the same.· Differentiates between a series of pitches that moves by steps and skips.· Recognizes and understand that pitches may be organized into tonal sets or scales,

bounded by the octave; demonstrates his/her understanding through writing, singing, and performing on melodic instruments.

· Recognizes and demonstrates that individual pitches, when compared to each other, may be higher, lower, or the same.


· Understands that chords and melody may move simultaneously in relation to each other; demonstrates this understanding by singing and playing an accompaniment instrument.



composition· Recognizes and describes where a phrase comes to rest.· Understands and analyzes a composition to identify segments made up of the


second segment is contrasting.· Understands that a composition may include introductory and concluding

segments.

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· Understands and demonstrates that a composition may begin with a segment that returns after each contrasting segment.

TEXTURE:· Experience and respond to how composers manipulate accompaniment to create

various effects in a song.



· Realizes that their own voices and instruments are capable of producing different qualities and that some are more desirable than others.

EXPRESSIVE QUALITIES:· Recognizes that music may be comparatively loud or soft.· Understands and demonstrates the ability to identify music becoming louder or

softer.· Understands and demonstrates a series of sounds to be sustained and smoothly


INTERDISCIPLINARY STUDIES:· Utilize appropriate instrumentation and technique for different genres, historical

time periods, and cultures.· Enhance instruction by incorporating various art forms and cultures.

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EIGHTH GRADE ESSENTIAL SKILLS AND KNOWLEDGEIn addition to an understanding of skills and concepts learned in previous grades, students by the end of eighth grade will know and demonstrate the following abilities:

RHYTHM:· Understands music moves in relation to an underling beat and demonstrate that

understand through singing and playing instruments.· Recognizes that within a series of beats some are stressed, thus organizing the

beats into groups.· Demonstrates the ability to understand the accent beat through movement singing,

and performing on instruments.· Understands music may be fast or slow and may become faster or slower and

demonstrates this understanding by singing, moving, and playing instruments.· Recognizes that the organization of sounds and silence within a rhythmic line

move in relation to each other; sound and silences are demonstrated through moving, singing, and playing instruments.

· Recognizes that sounds within a rhythmic line may be longer, shorter or equal to the underlying beat, and demonstrates this understanding by singing, moving, and playing instruments.

PITCH (MELODY AND HARMONY):· Identifies and demonstrates when a series of pitches moves up, down, or remains

the same.· Differentiates between a series of pitches that moves by steps and skips.· Recognizes and understands that pitches may be organized into tonal sets or

scales, bounded by the octave; demonstrates his/her understanding through writing, singing, and performing on melodic instruments.

· Recognizes and demonstrates that individual pitches, when compared to each other, may be high, lower, or the same.


· Understands that chord and melody may move simultaneously in relation to each other; demonstrates this understanding by singing and playing and accompaniment instrument.



composition.· Recognizes and describes where a phrase comes to rest.· Understands and analyzes a composition to identify segments made up of the


second segment is contrasting.· Understands that a composition may include introductory and concluding

segments.· Understands and demonstrates that a composition may begin with a segment and

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returns after each contrasting segment.

TEXTURE:· Experience and respond to how composers manipulate accompaniment to create

various effects in a song.· Experience and respond to how composers add and subtract instrument, voice

parts and accompaniments to create various effects within a song.TIMBRE:

· Realizes that sounds produced by different sources have distinctive characteristics and are grouped in families by their characteristic sound and the method of sound production.

EXPRESSIVE QUALITIES:· Recognizes that music may be comparatively loud or soft.· Understands and demonstrates the ability to identify music becoming louder and

softer.· Understands and demonstrates a series of sound to be sustained and smoothly


INTERDISCIPLINARY STUDIES:· Utilize appropriate instrumentation and technique for different genres, historical


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MONTANA STANDARDS FOR THE ARTS9-12 STANDARDS & BENCHMARKS

Rhythm: 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5, 6.1

Pitch: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5, 4.2, 6.2

Form: 1.2, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 3.5, 4.1, 6.4

Texture/Harmony: 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5

Timbre/Tone: 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4

Expressive Qualities: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 5.2, 5.4

Interdisciplinary Connections: 1.1, 1.4, 3.4, 4.1, 4.2, 4.3, 4.4, 5.0, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4

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NINTH GRADE CHOIRESSENTIAL SKILLS AND KNOWLEDGE

RHYTHM:· Identify and perform in simple and compound meters.· Perform, with accuracy 8th note and simple 16th note rhythmic patterns.· Identify and perform common and cut time.

PITCH (MELODY/HARMONY):· Identify and solfege melodies with stepwise motion and leaps of the tonic and

dominant triads.· Identify key signatures in major keys.· Perform major and chromatic scales with good intonation.· Hold parts in three part harmony and imitative polyphony.· Aural and visual identification of tonic and dominant chords.· Improvise and compose simple melodies in pentatonic keys.

FORM:· Identify binary, ternary and rondo forms.· Identify and perform compositional devises such as motive, cadence, phrase,

sections and introduction.· Identify musical forms such as choral, musical theater, medley and oratorio.

TIMBRE/TONE:· Form uniform vowels and low jaw position while singing simple harmony.· Eliminate diphthongs and vowel interference.· Stand with correct posture and employ fundamental breathing techniques.· Quick release of unvoiced consonants - sing voiced consonants on pitch.· Demonstrate an awareness of balance with other members of the ensemble.· Eliminate “breathiness” in the female tone.

TEXTURE:· Identify voice classification both aurally and visually.· Determine appropriate instrumental accompaniment through historical, stylistic,

and cultural considerations.· Sing simple a cappella and homophonic pieces.

EXPRESSIVE QUALITIES:· Identify a musical phrase.· Understand the importance of facial expression and body language in

performance.· Express text with appropriate word inflection, including at least one foreign

language.· Interpret and recreate tempo, dynamic, and articulation markings.· Recreate modeled melodic phrases which exhibit growth, tension and release.

INTERDISCIPLINARY CONNECTIONS:

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· Utilize appropriate instrumentation and technique for different genres, historical time periods, and cultures.

· Enhance instruction by incorporating various art forms and cultures.

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TENTH GRADE CHOIR ESSENTIAL SKILLS AND KNOWLEDGERHYTHM:

· Demonstrate independence within the ensemble in the reading of complex rhythm patterns, mixed meters (hemiola), and syncopation.

PITCH (MELODY/HARMONY):· Demonstrate independence in reading, creating, and improvising extended

melodies within various key signatures.· Identify intervallic relationships (e.g., major, minor, and perfect) visually and

aurally.· Identify and demonstrate major and natural, harmonic and melodic, minor and

chromatic scales visually and aurally.· Improvise melodies in major and minor keys. · Identify major, minor, and 7th cords.· Identify modulation.· Identify characteristics of consonance and dissonance.· Identify and label harmonic progressions.· Demonstrate, improvise and compose chord progressions which include I, V-7,

IV chords in major keys.· Hold four part homophony

FORM:· Identify complex compositional devises such as fragmentation, augmentation,

diminution, and sequence.· Identify unifying structures in multi-movement compositions, (e.g., mass, medley,

oratorio, opera).

TEXTURE:· Demonstrate, in an ensemble, the ability to make subtle textural changes (e.g.,

balance, blend).· Demonstrate the ability to sing up to four part homophony and polyphony.

TIMBRE/TONE:· Demonstrate ability to make changes in the tone quality of the voice (e.g., vibrato,

straight tone, dark or bright).· Demonstrate the ability to blend with other ensemble members.· Demonstrate a tone which is free of diphthongs & vowel interference utilizing

clean onsets and releases of voiced and unvoiced consonants.

EXPRESSIVE QUALITIES:· Demonstrate independence in the interpretation of musical lines and phrases.· Demonstrate sense of style through accepted performance practices (e.g.,

classical, gospel, contemporary) through performance and composition.· Execute Italian terminology and articulation independently.· Demonstrate appropriate word inflection in at least two foreign languages, as well

as English.

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INTERDISCIPLINARY CONNECTIONS:· Utilize appropriate instrumentation and technique for different genres, historical


ELEVENTH AND TWELFTH GRADE CHOIR ESSENTIAL SKILLS AND KNOWLEDGE

RHYTHM:· Demonstrate independence in the reading and writing of advanced rhythmic

devices (e.g., mixed meter, polymetric, and nonmetric techniques).· Identify the relationship between text and meter (e.g., accent).· Demonstrate an understanding of rhythm as an expressive and unifying element.

PITCH (MELODY/HARMONY):· Demonstrate independence in performing, describing, and composing tonal

melodies.· Demonstrate through its use and manipulation an understanding of melody as an

expressive and unifying element.· Visually and aurally identify all minor and major keys as well as church modes.· Demonstrate and identify all internals, including major, minor, perfect,

augmented and diminished.· Improvise melodies in major, minor keys and church modes.· Demonstrate independence in identifying and making judgments concerning the

function of harmony in a given piece of music (e.g., harmonic rhythm, incomplete and complete cadences, tension and release).

· Demonstrate an understanding of harmony as an expressive and unifying element.· Perform homophony and polyphony with up to 8 parts.· Improvise harmonic progressions in major and minor keys.

FORM:· Demonstrate independence in identifying and making judgments regarding the

function of form in more complex music (e.g., motet, cantata, avantgarde).· Demonstrate through use and composition an understanding of forms as an

expressive and unifying element.

TEXTURE:· Identify textural qualities in more complex music (e.g., 6- and 8-part

compositions, orchestral accompaniment to choral work).· Demonstrate independence in making judgments regarding the function and use

of texture in a given piece of music.· Demonstrate through its use and composition an understanding of texture as an

expressive and unifying element.· Sing in small ensembles with one student on a part.

TIMBRE/TONE:· Demonstrate independence in making judgments and decisions regarding the

relationship between text and timbre (e.g., diction, vowel formation, color, blend, 57

vibrato).· Demonstrate through its use and manipulation an understanding of timbre as an

expressive and unifying element.EXPRESSIVE QUALITIES:

· Combine the expressive elements of music through performing, describing, and composition.

· Demonstrate great ability in the execution of phrasing, facial expression, dynamics, articulation, and word inflection in several languages.

· Demonstrate a strong sense of style through accepted performance practices in a wide variety of genre (e.g., renaissance, classical, jazz, pop, musical theater) through performance and composition.



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NINTH GRADE BAND ESSENTIALS AND KNOWLEDGE

RHYTHM:· Understand the concept of long/short, strong/weak beats as it pertains to a musical

composition through performance on instrument and voice.· Maintain steady, even, and uneven beat in music through performance.· Understand how to count music (rhythmic solfeggio).· Demonstrate the ability to read music through performance of sight reading.

PITCH (MELODY AND HARMONY)· Distinguish the difference between melody and harmony by appropriately

adjusting for correct balance and blend· By reading and performing, demonstrate selected major, minor and chromatic

scale patterns.· Distinguish aurally subtle differences in consonance and dissonance (intonation).

FORM:· Aurally distinguish the difference in various structural units and forms such as

introduction, endings, sections, theme and variation, binary and ternary form, march, suite, and overture.



· Experience and respond to how composers add and subtract parts and accompaniment to create various effects within a piece of music.

EXPRESSIVE QUALITIES:· Interpret and recreate through performance, tempo, dynamics, articulation,

phrases, tension and release.· Understand historical and cultural transmission through music.· Become increasingly aware of music as an important part of everyday life through

listening and performance.



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TENTH GRADE BAND ESSENTIALS AND KNOWLEDGE

RHYTHM:· Develop syncopation.· Demonstrate independence within and ensemble and alone the reading of

intermediate rhythm patterns and mixed meters.· Sight read intermediate rhythm patterns and mixed meters.· Understand how to count music (rhythmic solfeggio)

PITCH (MELODY AND HARMONY):· Aurally identify the progression of harmonic motion.· Demonstrate ability to make subtle changes in intonation.· Identify and perform major, minor, and chromatic scale patterns.· Demonstrate independence in the reading and performing of extended melodies

within various key signatures and sight reading.

FORM:· Aurally distinguish the differences in various structural unit and forms such as

fragmentation, diminution, sequence, augmentation, binary and ternary form, march, suite, and overture.

TIMBRE:· Demonstrate characteristic tone quality through the individual playable range and

make subtle changes in tone quality and intonation.

EXPRESSIVE QUALITIES:· Demonstrate sense of style through acceptable performance practices in the

genres of jazz, classical, and contemporary.· Develops sensitivity of intonation and blending of instruments in the ensemble

through proper balance and blend.· Be aware of the cultural and historical significance of music.· Become increasingly aware of music as an important part of everyday life through

listening and performing.



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ELEVENTH GRADE BAND ESSENTIALS AND CONTENT

RHYTHM:· Demonstrate independence in the reading and performing of advanced rhythms,

mixed meters, and sight reading.· Develop syncopation.· Understand how to count using rhythmic solfeggio.

PITCH (MELODY AND HARMONY)· Demonstrate through its use and manipulation an understanding of melody as an

expressive and unifying element in music.· Demonstrate independence in identifying and making judgments canceling the

function of harmony in a given piece of music through harmonic motion, cadence, tension, and release.

FORM:· Demonstrate independence in making judgments regarding the function of form in

more complex music, such as march, suite, and overture.· Understand form to be an expressive and unifying element in music.

TIMBRE:· Demonstrate characteristic tone quality throughout the individual’s playable range

and make subtle changes in tone quality and intonation.

EXPRESSIVE QUALITIES:· Combine the expressive element of music through describing, listening, and

creating.· Become increasingly aware of music as an important part of everyday life through

listening and performing.· Be aware of historical and cultural transmission through music.



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TWELFTH GRADE BAND ESSENTIALS AND KNOWLEDGE

RHYTHM:· Demonstrate independence in the reading and performing of advanced rhythm,

mixed meters and sight reading.· Develop syncopation.· Understand how to count using rhythmic solfeggio

PITCH (MELODY AND HARMONY)· Demonstrate through its use and manipulation an understanding of melody as an

experience and unifying element in music.· Demonstrate independence in identifying and making judgment concerning the

function of harmony in a given piece of music through harmonic motion, cadence, tension and release.

FORM:· Demonstrate independence in making judgments regarding the function of form in

more complex music.· Understand form as an expressive and unifying element in music.

TIMBRE:· Demonstrate independence in making judgment and decisions regarding timbral

quality.

EXPRESSION:· Combine the expressive elements of music through describing, listening, and

creating.· Become increasingly aware of music as an important part of everyday life through

listening and performing.· Be aware of historical and cultural transmission through music



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Theatre K-4Arts Content Standard 1

Students create, perform/exhibit, and respond in the Arts.


Rationale

Students understand and express themselves in depth through an art form by: Generating original art; Participating, re-creating, and exhibiting; and Reacting and placing value.As a result, they arrive at their own knowledge and beliefs for making personal and artistic decisions.

Benchmarks:

Students will:

1. Identify their own ideas and images based on themes, symbols, events, and personal experiences.1.01 Recall the character/family relationship in stories, plays, puppet shows.1.02 Repeat sequence of events through verbal and nonverbal communication.1.03 Recognize patterns in stories.

2. Use a variety of materials sources to experiment with an art form.2.01 Restate setting, characters, and story events through pictorial, visual, and plot aides.2.02 Manipulate simple props and costumes to support the character and story.

3. Present their own work and works of others.3.01 Retell stories through guided dramatic play from text read aloud.

4. Collaborate with other in the creative process.4.01 Role-play different community members such as firefighters, family, teachers, etc.4.02 Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story.5. Describe how a variety of materials, techniques, and processes cause different responses.

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Rationale


Benchmarks:

Students will:1. Identify their own ideas and images based on themes, symbols, events, and personal experiences.1.01 Exact a variety of roles based on individual experiences.

2. Use a variety of materials sources to experiment with an art form.2.01 Manipulate simple props and costumes to support the character and story.2.02 Restate setting, characters, and story events through pictorial, visual, and plot aides.

3. Present their own work and works of others.3.01 Recall stories about individual experience3.02 Retell stories through guided play.

4. Collaborate with other in the creative process.4.01 Cooperate with peers and teachers in group decision making about artistic choices.

5. Describe how a variety of materials, techniques, and processes cause different responses.

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Rationale


Benchmarks:

Students will:1. Identify their own ideas and images based on themes, symbols, events, and personal experiences.1.01 Enact a variety of roles based on individual experiences.1.02 Recall and enact stories about community and personal experiences.

2. Use a variety of materials sources to experiment with an art form.2.01 Create simple props, costumes, and sets to support the character and story.2.02 Participate in making artistic choices for the scenery in a presentation.

3. Present their own work and works of others.3.01 Dramatize through guided dramatic expression stories from a read0aloud to fairy tales or other forms of literature.4. Collaborate with other in the creative process.4.01 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

5. Describe how a variety of materials, techniques, and processes cause different responses.5.01 Experiment with vocal expression and character traits to evoke different audience responses.

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Rationale


Benchmarks:

Students will:1. Identify their own ideas and images based on themes, symbols, events, and personal experiences.1.01 Enact a variety of roles based on individual experience.

2. Use a variety of materials sources to experiment with an art form.2.01 Collaborate to create simple props, scenery, and costumes for acting out dramas.2.02 Examine the concept and role of sound, props, costumes, scenery, stage management, and directing.3. Present their own work and works of others.3.01 Participate in teacher guided play writing using simple characters, setting, conflict, and resolution.4. Collaborate with other in the creative process.4.01 Participate in cooperative script writing or improvisations that incorporate writing skills.4.02 Perform in group improvisational theatrical games that develop, cooperative skills and concentration.5. Describe how a variety of materials, techniques, and processes cause different responses.5.01 Experiment with vocal expression and character traits to evoke different audience responses.5.02 Expand basic skills to react and interact with characters on stage.

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Rationale


Benchmarks:

Students will:1. Identify their own ideas and images based on themes, symbols, events, and personal experiences.1.01 Create and enact short stories, poetry or personal experiences about a variety of subjects.

2. Use a variety of materials sources to experiment with an art form.2.01 Incorporate music, sound, movement, dance, and design into dramatic performances.

3. Present their own work and works of others.3.01 Create character and events to use in the dramatic process.3.02 Create dramatizations based on texts.

4. Collaborate with other in the creative process.4.01 Participate in cooperative script writing or improvisations that incorporate writing skills.4.02 Compromise with peers in small group decision making about artistic choice.4.03 Perform in group improvisational theatrical games that develop cooperative skills and concentration.5. Describe how a variety of materials, techniques, and processes cause different responses.5.01 Apply sound and movement to display character, mood, and actions.5.02 Demonstrate how voice (diction, pace, and volume) may be used to explore multiple possibilities.5.03 Use basic skills to react and interact with characters on stage.

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RationaleThe ability to use and share knowledge is fundamental to human experience. The Arts: Dance, Music, Theatre, Visual Arts, provide many of the tools for students to successfully interact with their word.

Benchmarks

Students will:1. COMPOSITION- Apply the elements of plot, character, and setting.1.01 Imitate a variety of plot, character, and setting

2. TECHNIQEUS- Identify and apply techniques to develop scenarios, direct and act.2.01 Express various ideas and emotions through gestures, movements, and voice.

3. MEDIUM- Perform in ensemble (e.g., live, film, video productions).3.01 Role-play a variety of real and non-real characters through guided dramatics.

4. FUNCTION -Perform in classroom or school programs/productions.4.01 Recognize that pretend play is dramatic.

5. STYLE- Identify and perform examples of theatre (e.g., comedy, melodrama).5.01 Differentiate between dramatic play and creative drama.

6. PRESENTATION- Demonstrate storytelling and creative dramatics.6.01 Respond appropriately to a theatrical experience as an audience member.6.02 Use costumes and props in role playing.

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Benchmarks

Students will:1. COMPOSITION- Apply the elements of plot, character, and setting.1.01 Restate setting, characters, and main ideas through pictorial, visual and physical form.

2. TECHNIQEUS- Identify and apply techniques to develop scenarios direct and act.2.01 Express and enact a variety of ideas and emotions through gestures, movement, and voice.


4. FUNCTION -Perform in classroom or school programs/productions.4.01 Participate in pantomime and puppetry.

5. STYLE- Identify and perform examples of theatre (e.g., comedy, melodrama).5.01 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot.6. PRESENTATION- Demonstrate storytelling and creative dramatics.6.01 Create dialogue for retelling a story in one’s own words.6.02 Use costumes and props in role playing.6.03 Respond appropriately to a theatrical experience as an audience member.

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Benchmarks

Students will:1. COMPOSITION- Apply the elements of plot, character, and setting.1.01 Restate setting, characters and main ideas through pictorial, visual and physical forms.1.02 Make predictions about characters, setting, and events based story content.

2. TECHNIQEUS- Identify and apply techniques to develop scenarios direct and act.2.01 Express and enact a variety of ideas and emotions through gestures, movement, and voice.


4. FUNCTION -Perform in classroom or school programs/productions.4.01 Use imagination, voice, and body to perform dramatic selections.

5. STYLE- Identify and perform examples of theatre (e.g., comedy, melodrama).5.01 Dramatize or improvise stories from classroom literature on life experience.

6. PRESENTATION- Demonstrate storytelling and creative dramatics.6.01 Create dialogue for retelling a story in one’s own words.6.02 Use costumes and props in role playing.6.03 Respond appropriately to a theatrical experience as an audience member.

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Benchmarks

Students will:1. COMPOSITION- Apply the elements of plot, character, and setting.1.01 Express through characterization information derived from the text.1.02 Use the vocabulary of theatre such as character, setting, conflict, audience, motivation.

2. TECHNIQEUS- Identify and apply techniques to develop scenarios direct and act.2.01 Identify parts of a story that can be utilized as dialogue or narration.2.02 References stories to determine the technical needs for dramatic presentations.

3. MEDIUM- Perform in ensemble (e.g., live, film, video productions).3.01 Design and produce theatre by conceptualizing and realizing artistic interpretations for formal or informal productions.

4. FUNCTION -Perform in classroom or school programs/productions.4.01 Create and perform for classmates simple scripts that demonstrate knowledge of basic blocking and stage skills.

5. STYLE- Identify and perform examples of theatre (e.g., comedy, melodrama).5.01 Dramatize or improvise stories from classroom literature or life experience.5.02 read n with dramatic expression a variety of simple scripts.

6. PRESENTATION- Demonstrate storytelling and creative dramatics.6.01 Create dialogue for retelling a story in one’s own words.6.02 Use costumes and props in role-playing.6.03 Respond appropriately to a theatrical experience as an audience member.

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Benchmarks

Students will:1. COMPOSITION- Apply the elements of plot, character, and setting.1.01 Use the vocabulary of theatre such as character, setting, conflict, audience, motivation, props, areas, and blocking to describe theatrical experiences.

2. TECHNIQEUS- Identify and apply techniques to develop scenarios direct and act.2.01 Reference stories to determine the technical needs for dramatic presentations.

3. MEDIUM- Perform in ensemble (e.g., live, film, video productions).3.01 Integrate the technical theatrical elements of sound, props, costumes, scenery, management, and directing in performance.

4. FUNCTION -Perform in classroom or school programs/productions.4.01 Perform simple scripts that demonstrate knowledge of basic stage skills.

5. STYLE- Identify and perform examples of theatre (e.g., comedy, melodrama).5.01 Participate in various dramatic activities such as drama, melodrama, and comedy, which deal with conflict and emotion.

6. PRESENTATION- Demonstrate storytelling and creative dramatics.6.01 Retell or improvise stories from classroom literature in a variety of tones (gossipy, sorrowful, frightened, joyful, and sarcastic.)6.02 Use costumes and props in role playing.6.03 Respond appropriately to a theatrical experience as an audience member.

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Theatre K-4Arts Contents Standard 3

Students develop and refine arts skills and techniques to express ideas, pose and solve problems and discover meaning.

Skills and Knowledge: Kindergarten

RationaleArtistic expression is a critical form of self-expression and communication requiring specific skills, knowledge, and techniques. In the Arts there is no one correct answer. Students must exercise judgment. This helps to develop the ability to weigh the benefits among alternative courses of action. This process yields multiple rather than singular solutions.

Benchmarks

Students will:4. Use art materials techniques, technologies, and processes to create general responses.4.01 Imitate the sounds and movements of objects, animals, and people.

5. Recognize and use stage directions.5.01 Listen and respond to directions in dramatic activities.5.02 Adapt a space for playing out a story.

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Skills and Knowledge: Grade 1


Benchmarks

Students will:4. Use art materials techniques, technologies, and processes to create general responses.4.01 Imitate the sounds and movements of objects, animals, and people.

5. Recognize and use stage directions.5.01 Listen and respond to directions in dramatic activities.5.02 Adapt a space for playing out a story.

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Benchmarks

Students will:4. Use art materials techniques, technologies, and processes to create general responses.4.01 Assume a variety of roles cast by the teacher that reflect upon community experiences. 4.02 Use voice, gesture, facial expression, and movement to create a character or tell a story.

5. Recognize and use stage directions.5.01 Experiment with the concept and role of technical theatre elements such as pops.5.02 Listen and respond to directions in dramatic activities.

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Benchmarks

Students will:4. Use art materials techniques, technologies, and processes to create general responses.4.01 Assume a variety of roles cast by the teacher that reflect upon personal and community4.02 Use voice, gesture, facial expression, and movement to create a character to tell a story.

5. Recognize and use stage directions.5.01 Experiment with the concept and role of technical theatre elements such as props, costumes, scenery, fundamental stage managing, and directing.5.02 Reference stories to determine technical need for presentation.

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Benchmarks

Students will:4. Use art materials techniques, technologies, and processes to create general responses.4.01 Use mind, voice, and body to create characters and tell stories.4.02 Use rehearsal time to brainstorm, experiment, plan, and rehearse.

5. Recognize and use stage directions.5.01 Experiment with the concept and the role of technical theatre, elements such as props, costumes, scenery, and fundamental stage managing and directing.

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Students analyze characteristics and merits of their work and the work of others.


RationaleReflecting on the Arts heightens critical thinking and qualitative judgment. Students practice and use higher order thinking skills of analysis, synthesis, and evaluation to understand words of art.

Benchmarks

Students will:1. Use vocabulary of the discipline to describe a variety of works of art.1.01 Engage in discussion about dramatic process.

2. Describe personal works to others

3. Devise criteria for evaluation3.01 Understand acceptable audience behaviors and responses.

4. Recognize a variety of different responses to specific works of art.4.01 Listen to and demonstrate respect for the thoughts and opinions of others.

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Benchmarks

Students will:1. Use vocabulary of the discipline to describe a variety of works of art.1.01 Use the vocabulary of theatre such as actor, character, cooperation, setting, the fine senses, and audience to describe theatrical experiences.

2. Describe personal works to others2.01 Recall stories about individual experiences.

3. Devise criteria for evaluation3.01 Identify and discuss emotional reactions to a theatrical experience.3.02 Understand acceptable audience behaviors and responses.

4. Recognize a variety of different responses to specific works of art.4.01 Describe what was liked about a theatrical work or a story.4.02 Listen to and demonstrate respect for the thoughts and opinions of others.

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Benchmarks

Students will:1. Use vocabulary of the discipline to describe a variety of works of art.1.01 Cooperate with peers in small group decision-making about artistic choices.1.02 Use the vocabulary of theatre such as actor, character, cooperation, setting, the fine senses, and audience to describe theatrical experiences.

2. Describe personal works to others2.01 Recall and describe stories about individual experiences.

3. Devise criteria for evaluation3.01 Understand and demonstrate acceptable audience behaviors and responses.3.02 Identify the message or moral of a work of theatre.

4. Recognize a variety of different responses to specific works of art.4.01 Recognize the importance of listening to one another within the drama.4.02 Describe what was liked about a theatrical work or a story.

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Benchmarks

Students will:1. Use vocabulary of the discipline to describe a variety of works of art.1.01 Participate in group discussion about artistic choices.1.02 Use vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience to describe theatrical experiences.

2. Describe personal works to others.2.01 Write and original stories about individual experiences.

3. Devise criteria for evaluation3.01 Understand and demonstrate acceptable audience behaviors and responses.3.02 Identify the message or moral of a work of theatre.3.03 Discuss appropriate criteria or rubrics for evaluating a theatrical experience.

4. Recognize a variety of different responses to specific works of art.4.01 Compare the content or message in two different work of theatre.4.02 Describe what was liked about a theatrical work or a story.

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Benchmarks

Students will:1. Use vocabulary of the discipline to describe a variety of works of art.1.01 Build skills to critique self and others in a respectful and constructive manner.1.02 Use the vocabulary of theatre such as actor, character, cooperation, setting, and the five senses and audience to describe theatrical experiences.

2. Describe personal works to others2.01 Write and present original stories for representation and discussion.

3. Devise criteria for evaluation3.01 Develop and apply appropriate criteria for critiquing the work of actors, directors, writers, and technical artists in theatre, film, and video.3.02 Identify the message or moral of a work of theatre.

4. Recognize a variety of different responses to specific works of art.4.01 Communicate emotions and thought evoked by performances.4.02 Compare and contrast the content or message in two different works of theatre.

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Students understand the role of the Arts in society, diverse cultures, and historical periods.


Rationale

It is important for students to be knowledgeable about the nature, value, and meaning of the Arts in the context of their own humanity with respect to community, environment, and culture, including the distinct and unique cultural heritage of Montana’s American Indians.

Benchmarks

Students will:1. Recognize ways in which the Arts have both a historical and distinctive relationship to various cultures (e.g., American Indian) and media of expression1.01 Begin to be aware that a variety of art forms are infused into theatre throughout cultures.

2. Identify and describe specific works of art belonging to particular cultures, times and places.

3. Recognize various reasons for creating works of art.

4. Recognize common emotions, experiences, and expressions in art.

5. Demonstrate appropriate audience behavior for the context and style of art presented.

6. Explore their own culture as reflected through the Arts.

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Rationale


Benchmarks

Students will:1. Recognize ways in which the Arts have both a historical and distinctive relationship to various cultures (e.g., American Indian) and media of expression1.01 Identify the cultural and geographic origins of stories.

2. Identify and describe specific works of art belonging to particular cultures, times and places.2.01 Students identify and compose similar characters and situations in stories and dramas from and about various cultures.

3. Recognize various reasons for creating works of art.



6. Explore their own culture as reflected through the Arts.6.01 Explore and reflect on local cultures and their history.

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Rationale


Benchmarks

Students will:1. Recognize ways in which the Arts have both a historical and distinctive relationship to various cultures (e.g., American Indian) and media of expression1.01 Identify theatre and story-telling forms from different cultures.

2. Identify and describe specific works of art belonging to particular cultures, times and places.2.01 Identify universal characters in stories and plays from different periods and places.

3. Recognize various reasons for creating works of art.3.01 Discuss how personal experiences can be used as the basis for dramatic choice.

4. Recognize common emotions, experiences, and expressions in art.4.01 Recognize emotions and thoughts evoked by informal and formal theatrical performances.


6. Explore their own culture as reflected through the Arts.6.01 Explore and reflect on local cultures and their history.

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Skills & Knowledge: Grade 3Rationale


Benchmarks

Students will:1. Recognize ways in which the Arts have both a historical and distinctive relationship to various cultures (e.g., American Indian) and media of expression1.01 Dramatize different cultural version of similar stories from around the world.

2. Identify and describe specific works of art belonging to particular cultures, times and places.2.01 Identify universal themes in stories and plays from different periods and places.


4. Recognize common emotions, experiences, and expressions in art.4.01 Recognize and communicate through discussion, emotions and thoughts evoked by theatrical performances.4.02 Correlate personal experiences to stage experiences.

5. Demonstrate appropriate audience behavior for the context and style of art presented. 6. Explore their own culture as reflected through the Arts.6.01 Explore and reflect on local and state cultures and their history.

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Rationale


Benchmarks

Students will:1. Recognize ways in which the Arts have both a historical and distinctive relationship to various cultures (e.g., American Indian) and media of expression1.01 Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout the history of Montana.

2. Identify and describe specific works of art belonging to particular cultures, times and places.2.01 Understand that a variety of art forms are infused in theatre and come from many cultures.2.02 Observe that different art forms reflect upon the diversity within a culture.2.03 Identify universal themes in stories and plays from different periods and places.



5. Demonstrate appropriate audience behavior for the context and style of art presented.5.01 Identify early American types of theatre such as melodrama and musical theatre.

6. Explore their own culture as reflected through the Arts.6.01 Explore and reflect on local and state cultures and their history.

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Students make connections among the Arts, other subject areas, life, and work.

Skills & Knowledge: KindergartenRationale

Arts are part of everyone’s daily experience. The Arts reflect the culture that produces them. As students work in the Arts, it is important to understand how the Arts disciplines related to one another, to other subjects, and to their life.

Benchmarks

Students will:

1. Identify similarities and differences to the meanings of common terms/elements used in the various Arts.

2. Identify interrelated elements among the Arts and other subject areas.2.01 Share the role of electronic media, film, television, radio, and computer in one’s family life.2.02 Experience live or recorded performances.

3. Identify the role of the Arts in the world of work.

4. Identify how art reflects life.

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Rationale


Benchmarks

Students will:

1. Identify similarities and differences to the meanings of common terms/elements used in the various Arts.

2. Identify interrelated elements among the Arts and other subject areas.2.01 Share the role of electronic media, film, television, radio, and computer in one’s family life.2.02 Experience live or recorded performances.

3. Identify the role of the Arts in the world of work.

4. Identify how art reflects life.4.01 Consider the role of imitation in theatre.

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Rationale


Benchmarks

Students will:

1. Identify similarities and differences to the meanings of common terms/elements used in the various Arts.1.01 Incorporate music, sound, movement, dance, and design.

2. Identify interrelated elements among the Arts and other subject areas.2.01 Experience live or recorded performances.

3. Identify the role of the Arts in the world of work.3.01 Share the role of electronic media, film, television, radio, and computer in one’s family life.

4. Identify how art reflects life.4.01 Identify different art forms within the community.

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Rationale


Benchmarks

Students will:

1. Identify similarities and differences to the meanings of common terms/elements used in the various Arts.1.01 Begin to apply sound, music, movement, dance and design to display character, mood, and actions.

2. Identify interrelated elements among the Arts and other subject areas.2.01 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history.2.02 Experience live or recorded performances.

3. Identify the role of the Arts in the world of work.3.01 Identify the roles and responsibilities of performing and technical artists in theatre, film, television, and electronic media.

4. Identify how art reflects life.4.01 Discuss and understand the role of theatre, film, television, technology, and electronic media in everyday life.4.02 Identify different art forms within other subject content areas.

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Rationale


Benchmarks

Students will:

1. Identify similarities and differences to the meanings of common terms/elements used in the various Arts.1.01 Begin to apply sound, music, movement, dance, and design to display character, mood and actions.

2. Identify interrelated elements among the Arts and other subject areas.2.01 Incorporate puppetry, pantomime, and mask-making into simple dramas.2.02 Experience live or recorded performances.

3. Identify the role of the Arts in the world of work.3.01 Incorporate the different forms to enhance responsible behaviors such as sharing, flexibility, and teamwork.3.02 Discuss the role of electronic media, film, television, radio, and computer in different careers.

4. Identify how art reflects life.4.01 Discuss and understand the role of theatre, film, television, technology, and electronic media in everyday life.4.02 Identify different art forms within other subject content area.

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Theatre 5th – 8th

PREFACE

The 5-8 drama skills and knowledge descriptors were created with ascending levels of intellectual demand in mind. They are intended to help students reach the Montana State Standards and Benchmarks for the 8th grade by progressing from the fundamental cognitive level to highest levels of intellectual rigor. The descriptors are labeled by grade level, assuming that the fundamental concepts are developmentally appropriate for the 5th and 6th grade level, while the higher levels are most appropriate for the 8th grade level. However, because the descriptors ascend in intellectual demand, students are able to progress as rapidly or as slowly as necessary for their individual ability levels. A gifted child or group of children in theatre arts who quickly demonstrates mastery at the 5/6 level could and should ascend the levels of demand as far as possible.

The descriptors were also created to be incorporated into the elementary classroom, a specific junior high drama class, or any junior high curriculum area if a specific drama class does not exist. If the drama class is elective and not all students will participate, it is essential that these life-long skills be worked into other curriculum areas. Even if a drama class does exist, drama activities are a valuable teaching vehicle to reinforce and synthesize learning in all curricular areas. Some suggested activities have been given to help define the spirit and goal of the descriptor; however, the descriptors are not limited to specific activities to allow each teacher creative freedom and to utilize his/her strengths.

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Theatre 5th-8th


1.1: Students will create a work from their own ideas and images based on themes, symbols, events and personal experiences.

5/6: React to works of Dramatic Art focusing on themes, symbols, events, imagination, literature, and history. Discuss how personal experience and heritage influenced the piece.

7: Recreate a theatrical piece using personal interpretation and exhibiting an understanding of theme, symbols and events.

8: Create an original skit based on personal experience and heritage, imagination, literature, or history demonstrating understanding of theme, symbols and events.

* Example: Select a piece such as “Shrek.” Discuss themes: Beauty on the inside, friendship, teasing/bullying, etc. Discuss similar life experiences or draw parallels to other works within historical context. Reenact a scene from “Shrek.” Students eventually create a skit using a theme of choice.

1.2: Students will select a variety of materials and sources to demonstrate a specific art form.

5/6: Brainstorm props and visual representations that could affect the meaning of various dramatic works.

7: Explain and demonstrate the use of props and materials to convey themes in dramatic works.

8: Use props, materials, and costumes to reinforce the theme of a dramatic work.

* Example: Discuss how a prop can act as a symbol and enhance the meaning of a dramatic piece. For example, in a simple scene a flower given from a boy to a girl could represent his affection for her. If the scene ends with the girl destroying the flower, have the students determine what that gesture represents.

1.3: Students will prepare and/or revise works for presentation.

5/6: Perform a skit from a prewritten script, rehearsing the piece prior to performance.

7: Rehearse, revise, and perform a dramatic piece according to director’s critique.

8: Recreate a dramatic piece revising the turning point or ending of the script.94

1.4: Students will collaborate with others to make artistic choices.

5/6: Learn roles and responsibilities of people involved in all aspects of dramatic production-director, actor, set and costume designers.

7: Demonstrate abilities to lead and follow, respect group decisions, individual differences and emotional states.

8: Discover through cooperative projects that theatrical experiences require respect for and sensitivity to others.

* Role play where students trade positions. Experience range of role play from having negative, hostile team members to everyone working together. Discuss feelings and outcomes.

1.5: Students will describe and analyze artistic choices in their own work and works of others.

5/6: Show an understanding of the importance of artistic choices in dramatic arts.

7: Identify and analyze artistic choices in a variety of dramatic pieces.

8: Demonstrate the use and importance of artistic choices through theatrical selections.

* Artistic choice refers to the decisions a director, actor, writer, etc. makes concerning blocking, lighting, costumes, set, props, facial expressions, locale, etc. Students should understand nothing is random; it all has a purpose.

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Arts Content Standard 22.1: Composition: Students will apply the elements of plot, character, setting and mood.

5/6: Review understanding of terminology of plot, character and setting. Recognize and introduce mood as an element of dramatic arts. Identify above terms in dramatic works.

7: Critique selected dramatic works for development of plot.....characters....setting and mood.

8: Create simple story lines inclusive of plot, characters, setting, and mood.

2.2: Techniques: Students will apply techniques to write, direct, act and design.

5/6: Identify and explore roles within dramatic arts as a writer, director, actor and designer.

7: Apply understanding of roles of theater by critiquing scenes from selected dramatic works from perspective of writer, director, actor, and designer.

8: Assume roles of writer, director, actor and designer in original performances.

* Have a community member who directs, acts, designs, writes, etc. come and speak would enhance student understanding.

2.3/ Medium: Students will perform solo and in ensemble (e.g. mime, live, film, video 2.4: productions). Function: Students will perform in classroom or school

programs/productions.

5/6: Large group performance in chosen medium.

7: Small group performance in chosen medium.

8: Individual/solo performance in chosen medium.

* Mediums to consider: mime, live, film, video, improve, etc.

2.5: Style: Students will perform examples of theatre (e.g., comedy, melodrama, plays from historical periods).

5/6: Demonstrate understanding of various theater styles.

7: Analyze and critique various theater styles.

8: Create and perform examples of various theater styles either individually or whole class.* Styles to consider: comedy, melodrama, historical plays, tragedies, etc.

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2.6: Presentation: Students will rehearse, perform and critique storytelling and improvisation.

5/6: Read a story to an audience using proper storytelling techniques and improvisation. Understand elements and rules of improvisation.

7: Analyze storytelling in various dramatic genres. Recognize and use improvisation in a variety of settings.

8: Retell a story in your own words using proper storytelling techniques. Demonstrate ability to use improvisation techniques.

* Utilize younger students as the audience for stories. Also a nice opportunity to look at folk tales from different cultures.

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3.1: Students will use art materials, techniques, technologies, and processes to create specific responses.

5/6: Identify the ability to create specific responses through a variety of materials, techniques and technologies.

7: Demonstrate the ability to create specific responses through a variety of artistic resources.

8: Compare, contrast, and assess the specific responses invoked by a variety of artistic resources.

* Discuss popular movies or TV shows. Consider comedy, suspense, horror, tragedy, etc .Have students discuss feelings evoked by shows. How did the director evoke such emotion?

3.2: Students will communicate intended meaning based on their own ideas and concepts from other sources.

5/6: Identify the intended meaning of a dramatic piece based on the director or author’s intentions.

7: Connect and identify the intended meaning of a dramatic piece to personal experiences.

8: Convey a specific, intended emotion or meaning by infusing personal ideas and/or beliefs with outside influences.

* Consider a common dramatic piece such as “Finding Nemo.” Discuss the idea of missing someone and the emptiness it creates. Relate this movie theme to student experiences. Have them share stories. Then they create their own work conveying this theme.

3.3: Students will use improvisation/experimentation to determine solutions.

5/6: Demonstrate through improvisation, dramatic moments which evoke sensory and emotional responses.

7: Improvise family, personal and social situations experimenting with given alternative endings.

8: Given a problem/scenario, students will improvise rising actions and turning points to reach a conclusion.

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* The importance of practicing and learning improv is paramount. Students learn this life-long skill of thinking on their feet and problem solving as well as paying attention to surroundings and interaction between those around them.

3.4: Technical Skills: Students will use scenery, properties, sound, costume, and make-up to communicate locale and mood.

5/6: Analyze, understand, and critique use of set, scenery, props, sound, costumes, and make-up to enhance mood and meaning of production.

7: Incorporate individual elements of technical theater to enhance mood and meaning of dramatic pieces.

8: Select and apply specific scenic elements, properties, costumes, make-up, sound effects and available lighting to enhance character and theme of the production.

* Reference 1.5 for ideas.

3.5: Understand and use symbol systems: Students will understand and apply stage direction and ground plans.

5/6: Review and demonstrate stage directions and blocking.

7: Understand purpose and impact of the planning and use of stage directions to the success of a dramatic piece.

8: Apply and adapt stage directions to theatrical pieces.

* Focus on visibility goals such as facing audience, not upstaging, and directing audience attention to intended focal point.

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4.1: Students will evaluate the quality and effectiveness of their own and other art works by applying specific criteria appropriate to the style and offer constructive suggestions for improvement.

5/6: Identify and describe aesthetic qualities in literature, theater, film, dance, music, visual arts and architecture. Express personal reactions to various theatrical productions.

7: Evaluate and critique various theatrical works based on a specific set of criteria.

8: Evaluate and revise dramatic presentations based on a specific set of criteria.

* Reference 1.2, 1.5, 2.5 to clarify criteria.

4.2: Students will describe the influence of personal experience on the interpretation of works of art.

5/6: Share perceptions of a dramatic piece and discuss differing viewpoints, recognizing individual difference based on personal experiences.

7: Explore a variety of personal experiences and how they may influence interpretation of art.

8: Compare personal, gender, cultural, and historical bias to the interpretation of selected dramatic works.

* Students should first realize they respond differently to different dramatic works because of personal experience. They then should progress to considering culture, gender, time period, etc. when considering interpretations because they all affect personal experience.

4.3: Students will develop and apply criteria for evaluating quality and effectiveness of the work of art.

5/6: Identify and list criteria contributing to the successful presentation of a piece of dramatic art.

7: Apply and analyze specific criteria to selected dramatic works.

8: Use knowledge of theatrical criteria to create and revise original presentations.

* Reference 1.2, 1.5, 2.5, for criteria.

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4.4: Students will describe and compare a variety of individual responses to works of art.

(Addressed in 4.2)

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5.1: Students will demonstrate how history/culture and the Arts influence each other.

5/6: Demonstrate awareness of differences and similarities of characters from different cultures.

7: Engage in dramatic activities depicting different historical times.

8: Explore the emphasis of parallel themes in history and art.

* Great history tie in. Also good opportunity to explore Native American culture to help meet requirements of Indian Education Act.

5.2: Students will identify, describe and analyze specific works of art as belonging to particular cultures, times and places in the context in which they were created.

5/6: Explore historical context of theater in various cultures.

7: Research specific works of dramatic art and their origins and influence in history.

8: Create a piece of dramatic art depicting a particular time or event in history.

5.3: Students will compare various reasons for creating works of art.

5/6: Understand different reasons and motives for the selection and creation of artistic pieces.

7: Determine and identify various reasons and motives for the creation of artistic pieces.

8: Create a dramatic piece with a clear motive.

* Consider reasons such as entertainment, persuasion, inform, conflict resolution, controversial issues, etc. Commercials are a great starting point because the motive is very clear, to persuade you to buy their product.

5.4: Students will describe how people’s emotions and experiences influence the development of specific art works.

5/6: Explore the live of selected artists and how the dramatic pieces they created were influenced by their experiences.

7: Research and identify the parallels of a selected dramatic piece and the life of the author.

8: Create a skit or performance using a personal event as the primary influence. 102

5.5: Students will demonstrate appropriate audience behavior for the context and style of art presented.

5/6: Learn acceptable audience etiquette for a variety of presentations.

7: Demonstrate and understand the importance of appropriate audience etiquette in all school settings.

8: Teach appropriate audience etiquette to peers or younger students.

* Begin by a class discussion. Ask students how they feel when they are at a movie and someone near them won’t stop talking. Then move to how an actor must feel if the audience is noisy, rude, etc. The goal is for students to begin using proper audience etiquette both inside and outside of the school setting Role playing a good audience and a terrible audience will help students understand the frustration of performing in front a bad audience and the joy of doing so in front of a good audience..

5.6 Students will determine the connection of a work of art to societal and cultural change or preservation, including American Indian culture and art.

5/6: Explore how dramatic productions are able to preserve and/or change society and heritage of a culture.

7: Reenact an example of a dramatic work that serves to preserve an element of society or the heritage of a culture.

8: Create a dramatic piece intended to preserve or change the perceptions of their present society or culture.

* Consider Indian Education Act. How is the Native American Culture attempting to preserve itself. Consider old movies (cowboy/Indian movies where the Indians were savage and vicious) and how they shaped our societies view about Native Americans. How have recent movies such as Dances with Wolves attempted to change our beliefs.

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6.1: Students will compare and explain how the characteristic materials of each art (e.g. human interrelationships in theatre) correlate to similar events, scenes,

emotions or ideas.

5/6: Understand and experience the various elements of theater and how they reflect the theme and mood of the piece.

7: Find example of how various elements of a selected work influence theme and mood.

8: Utilize a variety of materials to enhance a performance to convey theme, emotion, and mood.

* Reference 1.2, 1.5, 2.5.

6.2: Students will utilize interrelated elements among the Arts and other subject areas.

5/6: Recognize elements of dramatic productions that exist and enhance all curricular areas.

7: Apply a personal skill or hobby to an area of collaborative theater production.

8: Plan and design a production incorporating the skills from other subject areas of students in a production group.

* Consider writing and language (script), dance and sport (movement), singing (voice), carpentry (set construction), art (set design), etc. The list is endless. Students could begin by brainstorming a list and eventually utilizing an other curricular talent to help create a performance.

6.3: Students will explore vocational and avocational opportunities in the Arts.

5/6: Discuss occupations and training opportunities for various careers or positions in theater.

7: Research a position in theater exploring opportunities, education, and income.

8: Interview a person who has been involved with a paid theatrical position.

* Reference 6.2. The interview process could be done via email if there are few community members in theatrical positions.

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6.4: Students will identify how works of art reflect the environment in which they are created.

5/6: Use informal drama activities to explore the importance of the artists environment on the piece of dramatic art.

7: Explore and understand different works by artists’ from a similar time period but different environments, were influenced by their surroundings.

8: Create a dramatic piece centered in a selected or given environment.

* Begin by role play breaking up with a girl/boy friend in church vs. at an amusement park. How did environment affect what and how the conflict was resolved.

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Theater Arts 9-12



RationaleStudents understand and express themselves in depth through an art form by:

generating original art; participating, re-creating, and exhibiting; and reacting and placing value.

As a result, they arrive at their own knowledge and beliefs for making personal and artistic decisions.

Benchmarks:

Students will

1. Conceive and create works of art. 1.01 Construct an original or adapted dramatic piece, monologue, scene, or short play.

2. Demonstrate imagination and technical skill in a minimum of one art form using traditional and nontraditional resources.

2.01 Write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue and motivated action.

3. Select or adapt the elements of a presentational style. 3.01 Present original works in a select medium such as a speech, power point, live

performance, video, or graphic art.

4. Apply artistic discipline (e.g., concentration and focus) to complete a collaborative work. 4.01 Contribute ideas appropriately. 4.02 Respect the working methods of others. 4.03 Take risks.4.04 Give and receive constructive criticism. 4.05 Demonstrate willingness to challenge and extend oneself: physically, emotionally,

intellectually and artistically. 4.06 Share ideas confidently. 4.07 Demonstrate behavior appropriate to given circumstances. 4.08 Concentrate on the task at hand. 4.09 Demonstrate effective use and management of time. 4.10 Solve problems imaginatively and creatively. 4.11 Make effective decisions or choices. 4.12 Demonstrate trust by becoming comfortable with others, physically and emotionally. 4.13 Display consideration and respect for self and others.

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4.14 Positively support the work of others. 4.15 Cope with success and failure in positive ways. 4.16 Work with abstract concepts. 4.17 Demonstrate self-discipline, self-direction, and a sense of responsibility.

5. Articulate meaning by describing and analyzing artistic choices in their own work and works of others.

5.01 Use specific criteria to describe, analyze, and evaluate artistic choices in dramatic presentations.

5.02 Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

5.03 Justify selections of text, interpretation, and visual and aural artistic choices.5.04 Construct imaginative scripts and collaborate with actors to refine scripts so that story

and meaning are conveyed to an audience.

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Rationale


Benchmarks:

Students will

1. Apply the elements of character and plot as exposition, action, climax, and resolution. 1.01 Demonstrate understanding of the basic structure of a play. 1.02 Define and identify plot, character, theme, and diction.1.03 Demonstrate understanding of script format.1.04 Generate and collect ideas that have dramatic possibilities.1.05 Write a scenario.1.06 Identify character types and their functions and attributes. 1.07 Demonstrate understanding of and write exposition.1.08 Use effective diction.1.09 Define character objectives.1.10 Define conflict.1.11 Examine and use playwriting techniques used to develop characters, plot and conflict

through asides, soliloquies, allegory, symbol, mood and metaphor.1.12 Learn and relate how the central dramatic question shapes a play.1.13 Analyze characters from various genres and media, describing physical, emotional,

intellectual, and social dimensions.

2. Apply techniques to write, direct, act, design and produce. 2.01 Understand and use the functions of characters in plays, such as foil, protagonist,

antagonist, incidental, and agent of fate. 2.02 Create and reliably implement production schedules, stage management plans,

promotional ideas and business front-of-house procedures for theater, film, television and/or electronic media productions.

2.03 Write a script incorporating character, dialogue, stage directions, plot, rising action, and resolution.

3. Perform solo and in ensemble. (e.g. mime, live, film, video productions)3.01 Perform original or published works from a variety of theatrical media such as street

mime, live theatre, video, T.V., film, etc.3.02 Describe and compare methods of communication involving theatre and other art forms

(for example, the use of the voice in live theatre in comparison with the use of a microphone in motion pictures).

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3.03 Compare the dramatic structure of theatre, film, television, and electronic media.

4. Perform in classroom or school programs/productions.4.01 Perform alone or in a group for class, competition, school assemblies, community

outreach, or a full production.

5. Perform examples of theatre (e.g. comedy, tragedy, melodrama, or plays from historical periods).

5.01 Create consistent character from classical, contemporary, realistic, and non-realistic dramatic texts in informal and formal theatre, film, television or electronic media productions.

5.02 Compare the interpretive and expressive natures of several art forms in a specific culture or historical period.

5.03 Become aware that vocal expression is influenced by culture, regional dialect, peer pressure, technological change, and public example.

5.04 Research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions.

5.05 Identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions.

5.06 Research historical context of a script as a basis for interpretation and design.5.07 Explain the relationship between stage configuration, script requirements, and acting

styles in different historical periods.5.08 Identify representative theatre artists in several cultures and historical periods. (e.g.,

playwrights: Aristophanes, William Shakespeare, Henrick Ibsen, David Henry Hwang; actors: Thespis, Marcel Marceau, Sarah Bernhardt, Sidney Poitier; directors: Julie Taymore, Steven Spielberg; designers: Ming Cho Lee, Ben Nye.)

6. Rehearse, perform and critique improvisation and performances. 6.01 Perform scripted scenes or improvisation from at least two different styles/genres (e.g.,

historical: Greek, Noh, Elizabethan, Commedia del Arte, Ritual Drama; genre: tragedy, farce, melodrama, realism, absurdism).

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Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning.

Rationale


Benchmarks:

Students will

1. Use art materials, techniques, technologies, and processes to create specific products and responses to ideas.

1.01 Demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices.

1.02 Use and design available technologies such as video, cadcam processes; materials including paint, glue, foam, wood, hand and machine tools, and fabric; and sound effects, recordings, theater lights, props, make-up, costumes, wigs, and set pieces to produce products.

1.03 Understand and apply the functions of technical elements of sound, scenery, costuming, lighting, make-up, stage properties, and publicity.

1.04 Analyze, research and design scenery, lighting, make-up, costumes, and stage properties for a production or independent study project.

2. Communicate intended meaning through the interpretation of a subject.2.01 Select a scene or play to interpret and perform, communicating its mood, conflict,

theme, etc.

3. Use improvisation/experimentation to predict potential solutions to problems and pose new problems.

3.01 Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation.

3.02 Invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people in role playing or improvised scenarios.

4. Use technical skills.4.01 Use scenery, properties, sounds, costume, make-up, and lighting to communicate locale

and mood.

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SOUND:4.02 Demonstrate understanding of the purpose of stage sound.4.03 Recognize the importance of illusion in sound design.4.04 Recognize the importance of artistic unity in sound design.4.05 Demonstrate knowledge of appropriate safety procedures.4.06 Demonstrate understanding of the basic advantages and limitations of sound

equipment; e.g., reel to reel tape recorders, cassette tape recorders, turntables, compact disc players, amplifiers, mixers, microphones, and speakers.

4.07 Demonstrate understanding that the acoustics of a space affect sound.4.08 Create live sound effects.4.09 Show awareness of available recorded material; e.g., sound effects records, recorded

music.

COSTUME:4.10 Demonstrate understanding of the purpose of costume. 4.11 Recognize the importance of illusion in costume design.4.12 Recognize the importance of artistic unity in costume design.4.13 Demonstrate understanding of symbolism and psychological implications of color,

texture, line and shape.4.14 Demonstrate understanding of the value of the sketch as a tool in creating and

communication ideas in costume design. 4.15 Demonstrate understanding of techniques of costume organization, care, maintenance,

cleaning and storage.4.16 Prepare rough costume plot based on a script.

LIGHTING:4.17 Demonstrate understanding of the purpose of stage lighting.4.18 Recognize the importance of illusion in lighting design.4.19 Demonstrate understanding of the importance of artistic unity in lighting design. 4.20 Demonstrate understanding of functions of standard lighting instruments: Flood,

fresnel, ellipsoidal, follow spotlight, border lights.4.21 Demonstrate understanding of functions of gels, barn doors, gobos, c-clamps, shutters.4.22 Demonstrate understanding of basic functions of lighting control systems.4.23 Demonstrate understanding of symbolism and psychological implications of color,

angle, intensity, and timing in creating mood.4.24 Demonstrate understanding that gels affect the way color is perceived in scenery,

costume, and makeup.4.25 Demonstrate safe and proper care in handling and maintaining available lighting

instruments.

MAKEUP: 4.26 Demonstrate understanding of the purpose of makeup.4.27 Recognize the importance of illusion in makeup design.4.28 Demonstrate understanding of the importance of artistic unity in makeup design.4.29 Show awareness of need for safety and cleanliness when working with makeup.4.30 Examine physical structure of the face.

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4.31 Compile a makeup morgue.4.32 Identify basic makeup supplies: bases, highlights, shadows, liners, powders, cleansers,

brushes, sponges, crepe hair, and adhesives.4.33 Differentiate between abstract, straight, and character makeups.4.34 Demonstrate understanding of symbolism and psychological implications of color,

texture, line and shape.4.35 Prepare a makeup chart for a specific character.

PROPERTIES 4.36 Demonstrate understanding of the purpose of stage properties4.37 Recognize the importance of illusion in properties design.4.38 Recognize the importance of artistic unity in properties design.4.39 Recognize different types of properties: set properties, hand properties, rehearsal

properties.4.40 Develop a properties list for a specific script.4.41 Recognize the need for developing and maintaining properties inventories.4.42 Identify external sources for property loan/rental.

SETS4.43 Demonstrate understanding of the purpose of stage scenery.4.44 Recognize the importance of illusion in set design.4.45 Recognize the importance of artistic unity in set design.4.46 Recognize and use theatre terminology related to the proscenium stage.4.47 Demonstrate knowledge of appropriate safety procedures.4.48 Recognize different types of stages: proscenium, thrust, arena, flexible.4.49 Demonstrate understanding of symbolism and psychological implications of color,

texture, line, mass and form.4.50 Recognize different types of scenery: bare stage, curtain set, drop and wing set, box set,

unit set, suggestive or selective set, flats, projections, scrims, cyclorama. 4.51 Demonstrate understanding of and use scale.

5. Understand and apply stage direction and ground plans. 5.01 Demonstrate knowledge of appropriate safety procedures.5.02 Demonstrate understanding of and use ground plans.5.03 Demonstrate the ability to block a scripted scene.5.04 Recognize and use basic technical theatre/design terminology.5.05 Recognize the importance of and procedures for script ordering and royalty payment.5.06 Demonstrate understanding of the function of the director.5.07 Demonstrate understanding of the terms directorial concept and artistic unity.5.08 Recognize that a directorial concept should lead to artistic unity.5.09 Demonstrate understanding of the relationship between the relevant research of a

chosen play and the directorial concept.5.10 Demonstrate understanding of the purpose of a director’s book.5.11 Demonstrate understanding of the terms composition, picturization, and stage

movement.

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5.12 Demonstrate understanding of the compositional methods of emphasis: body position, stage area, plane, level, contrast, space, repetition.

5.13 Demonstrate understanding of the necessity for variety to enhance emphasis.5.14 Use types of emphasis within an exercise/project: direct, duo, secondary, diversified.5.15 Apply compositional elements of stability, sequence and balance to reinforce emphasis

within exercise/project.5.16 Direct a small group in a dramatic activity, including: giving clear instructions,

specifying expectations, coaching, and evaluating performances.5.17 Demonstrate understanding of the duties of business management staff.5.18 Demonstrate understanding of the importance of record keeping and box office

procedures.5.19 Recognize the importance of effective publicity techniques/procedures.5.20 Demonstrate understanding of appropriate audience development techniques.5.21 Demonstrate understanding of the duties of house manager and house management

staff.5.22 Demonstrate understanding of the purpose and duties of the stage manager.5.23 Demonstrate understanding to the duties of technical crews: costumes, lighting,

makeup, stage, properties, set, and sound.5.24 Demonstrate understanding of the need for continuous communication between the

stage manager and technical crews during performance.5.25 Demonstrate understanding of proper placement of stage scenery: balancing, angling,

masking, sight lines, backdrops, scrims.5.26 Direct a dramatic text including, interpreting the text, coaching the actors, developing a

unified production concept, coordinating the technical elements, telling the story, and evaluating the rehearsal process

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Rationale

Reflecting on the Arts heightens critical thinking and qualitative judgment. Students practice and use higher order thinking skills of analysis, synthesis, and evaluation to understand works of art.

Benchmarks

Students will

1. Evaluate an art work by comparing and contrasting it to similar or exemplary works of art.1.01 Read independently, analyze and present two plays written by different playwrights of

different periods which treat similar conflicts or themes.

2. Compare and contrast how meaning is communicated in two or more of the students’ own works and/or works of others.

2.01 Compare and contrast plays of several different dramatic forms.2.02 Experience, discuss, and/or write about productions in different theatre spaces.

3. Refine specific criteria for making informed critical evaluation of the quality and effectiveness of a work of art.

3.01 Critique several dramatic works in terms of other aesthetic philosophies (e.g., Greek drama, French classicism with its unities of time and place, Shakespeare, romantic form, India’s classical drama, Japanese Kabuki, modern performance arts.)

3.02 Attend a play and reflect on it verbally or through writing entries in a journal.3.03 Create different rubrics for critiquing live theatre, film, and television.3.04 Articulate, justify, and apply personal criteria for critiquing dramatic texts and

performances.3.05 Researching, evaluating, and synthesizing cultural and historical information to support

artistic choices.

4. Analyze various interpretations as a means for understanding/evaluating works of art.4.01 Analyze and critique dramatic texts as well as the whole and parts of dramatic

performances, taking into account the context, and constructively suggest alternative artistic choices.

4.02 Analyze and evaluate critical comments about personal dramatic works.

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Rationale


Benchmarks

Students will

1. Identify and describe the role of the artist in cultures and societies.1.01 Identify and compare the lives, works, and influence of representative theatre artists in

various cultures and historical periods.

2. Identify, describe, and analyze specific works of art as belonging to particular cultures, times and places in the context in which they were created.

2.01 Experience theatre as one way of transcending time, culture, and space.2.02 Analyze the impact history and theatre has had upon each other.2.03 Explain theatre’s role in society and the world.

3. Identify intentions of those creating art works, explore the implications of various purposes and justify analysis.

3.01 Compare and contrast productions with historical events and personal experience.3.02 Analyze the social and aesthetic impact of under-represented or minority theatre and

film artists.

4. Analyze contemporary and historic meanings and emotions in specific art works through cultural and aesthetic inquiry.

4.01 Develop and relate a world view of theater in society.4.02 Create a time line demonstrating the evolution of play structure from Greek to

contemporary drama.4.03 Discuss the definition of aesthetic and its evolution through culture and time.

5. Demonstrate appropriate audience behavior for the context and style of art presented.5.01 Articulate the impact of the audience on theatre and other art forms; e.g. dance, film,

music, electronic media.5.02 Define and practice appropriate theatre etiquette.

6. Investigate a variety of artworks from resources in the community and analyze and communicate cultural and historical context.

6.01 Analyze the effect of personal cultural experiences on self-created theatrical works.

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6.02 Utilize community resources such as guest speakers, artists in residence, local museums, galleries, events, and live performances to investigate local cultural history.

6.03 Create improvisations and scripted scenes based on personal experiences, heritage, imagination, literature, and history.

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Students make connections among the Arts, other subject areas, life and work.

Rationale

Arts are part of everyone’s daily experience. The Arts reflect the culture that produces them. As students work in the Arts, it is important to understand how the Arts disciplines relate to one another, to other subjects, and to their life.

Benchmarks

Students will

1. Compare and explain how the characteristic materials of each art (e.g., sound in music, visual stimuli in visual arts, movement in dance, and human interrelationships in theatre) correlate to similar events, scenes, emotions, or ideas.

1.01 Explain the use of visual, aural, oral, and kinetic elements to express ideas and emotions in theatre and other art forms; e.g., dance, film, music, electronic media.

1.02 Explain how different art forms serve each other in performance: e.g., theatre, musical theatre, dance, concert, orchestra, film, performance art.

1.03 Describe and compare the materials elements, and means of communicating in theatre, dance, music, and the visual arts.

1.04 Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

1.05 Illustrate the integration of arts media in informal or formal presentations.

2. Utilize interrelated elements among the Arts and other subject areas.2.01 Compare the materials, technologies, media, and processes of theatre with those of

other arts disciplines, and subject areas to create and analyze artworks.2.02 Create a performance or design that integrates typical theatre techniques with the

techniques of at least one other arts discipline.2.03 Describe theatre as a synthesis of all arts.2.04 Create and solve interdisciplinary problems using theatre.

3. Explore vocational and vocational opportunities in the Arts.3.01 Explore career opportunities in theatre and theatre related fields.3.02 Identify professions and careers related to the performing arts.3.03 Understand and relate how theatre-related media and other associated areas lead to

occupational opportunities in the world of work.3.04 Understand and relate how theatre skills are used in non-theatrical occupations, such as

lawyer, carpenter, etc.3.05 Explain how theatre can contribute to lifelong learning.3.06 Explain how theatre can enhance and maintain complex thinking skills.3.07 Explain how theatre builds effective communication skills.

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3.08 Explain how theatre develops the ability to collaborate with others, following directions, listening, responding.

3.09 Explain how theatre promotes responsible citizenship.3.10 Understand, discuss and/or write about the uses of a resume for a professional.

4. Identify how works of art reflect the environment in which they are created.4.01 Analyze the relationships among cultural values, freedom or artistic expression, ethics,

and artistic choices in various cultures and historical periods. 4.02 Compare how similar themes are treated in drama of different genres and styles from

various cultural and historical periods; illustrate with classroom performances and discuss how theatre can reveal universal concepts as well as reflect cultural and historical environment.

4.03 Compare how similar themes are treated in drama of different genres and styles from various cultural and historical periods; illustrate with classroom performances and discuss how theatre can reveal universal concepts as well as reflect cultural and historical environment.

4.04 Analyze the effects of their own cultural experiences on their dramatic work; explain how culture affects content and production.

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Visual ArtsRavalli County Curriculum Consortium 2004

Table of ContentsContent Page

National Standards for the Arts: K-4 2

National Standards for the Arts: 5-8 3

National Standards for the Arts: 9-12 4-5

Ravalli County Curriculum Consortium Visual Arts Overview for Grades K-12 6-7K-2 Visual Arts overview & instruction 8

K-2 Visual Arts grade level breakdown with content standards and skills & knowledge/ objectives.

9-18

K-2 Visual Arts general strategies, resources, and assessments 19

3-4 Visual Arts overview & instruction 20

3-4 Visual Arts grade level breakdown with content standards and skills & knowledge/ objectives

21-27

3-4 Visual Arts general strategies, resources, and assessments 28

5-8 Visual Arts overview & instruction 29

5-8 Visual Arts grade level breakdown with content standards and skills & knowledge/ objectives

30-41

5-8 Visual Arts general strategies, resources, and assessments 42

9-12 Visual Arts with content standards, objectives, and skills & knowledge 43-529-12 Visual Arts general strategies, resources, and assessments 53Glossary Appendix A 54-57Montana Arts Resources Appendix B 58Indian Education Resources Appendix C 59-63

VISUAL ARTSNational Standards for the Arts: K-4

Content Standard 1: Understanding and applying media, techniques, and processes

Benchmarks119

http://artsedge.kennedy-center.org/teach/standard.cfm?standard_id=61

Students know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses Students use different media, techniques, and processes to communicate ideas, experiences, and stories. Students use art materials and tools in a safe and responsible manner

Content Standard 2: Using knowledge of structures and functions

Benchmarks Students know the differences among visual characteristics and purposes of art in order to convey ideas. Students describe how different expressive features and organizational principles cause different responses. Students use visual structures and functions of art to communicate ideas.

Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Benchmarks Students explore and understand prospective content for works of art Students select and use subject matter, symbols, and ideas to communicate meaning

Content Standard 4: Understanding the visual arts in relation to history and cultures

Benchmarks Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying

works of art Montana Rationale: It is important for students to be knowledgeable about the nature, value, and meaning of the

Arts in the context of their own humanity with respect to community, environment, and culture, including the distinct and unique cultural heritage of Montana’s American Indians. See Appendix C for resources.

Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Benchmarks Students understand there are various purposes for creating works of visual art Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to specific artworks

Content Standard 6: Making connections between visual arts and other disciplines

Benchmarks Students understand and use similarities and differences between characteristics of the visual arts and other arts

disciplines Students identify connections between the visual arts and other disciplines in the curriculum

National Standards for the Arts: 5-8


Benchmarks Students select media, techniques, and processes; analyze what makes them effective or not effective in

communicating ideas; and reflect upon the effectiveness of their choices Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes

to enhance communication of their experiences and ideas


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Benchmarks Students generalize about the effects of visual structures and functions and reflect upon these effects in their own

work Students employ organizational structures and analyze what makes them effective or not effective in the

communication of ideas Students select and use the qualities of structures and functions of art to improve communication of their ideas


Benchmarks Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their

artworks Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that

communicate intended meaning in artworks


Benchmarks Students know and compare the characteristics of artworks in various eras and cultures Students describe and place a variety of art objects in historical and cultural contexts Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas,

and technology) influence visual characteristics that give meaning and value to a work of art Montana Rationale: It is important for students to be knowledgeable about the nature, value, and meaning of the



Benchmarks Students compare multiple purposes for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of individual responses to their own artworks and to artworks from

various eras and cultures


Benchmarks Students compare the characteristics of works in two or more art forms that share similar subject matter, historical

periods, or cultural context Students describe ways in which the principles and subject matter of other disciplines taught in the school are

interrelated with the visual artsNational Standards for the Arts: 9-12

Content Standard 1: Understanding and applying media, techniques, and processes.

Benchmarks Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their

intentions are carried out in their artworks. Students conceive and create works of visual art that demonstrate an understanding of how the communication of

their ideas relates to the media, techniques, and processes they use. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as

analysis, synthesis, and evaluation.

Content Standard 2: Using knowledge of structures and functions.

Benchmarks

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Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.

Students evaluate the effectiveness of artworks in terms of organizational structures and functions. Students create artworks that use organizational principles and functions to solve specific visual arts problems. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles

and functions in artwork and to defend personal evaluations of these perspectives. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing

effective relationships between structural choices and artistic functions.

Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas.

Benchmarks Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are

related to history and culture. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily

life. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in

the work of others. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols,

and images are used in the students' works and in significant works by others.

Content Standard 4: Understanding the visual arts in relation to history and cultures.

Benchmarks Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of

works of art. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and

places. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying

conclusions made in the analysis and using such conclusions to inform their own art making. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models,

showing understanding of the work of critics, historians, aestheticians, and artists. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to

formulate analyses, evaluations, and interpretations of meaning. Montana Rationale: It is important for students to be knowledgeable about the nature, value, and meaning of the


Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Benchmarks Students identify intentions of those creating artworks, explore the implications of various purposes, and justify

their analyses of purposes in particular works. Students describe meanings of artworks by analyzing how specific works are created and how they relate to

historical and cultural contexts. Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual

art. Students correlate responses to works of visual art with various techniques for communicating meanings, ideas,

attitudes, views, and intentions.

Content Standard 6: Making connections between visual arts and other disciplines.

Benchmarks

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Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis.

Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences.

Ravalli County Curriculum Consortium Visual Arts Grades K-12

Basis for Visual Arts

From the beginning of time, the compulsion to create a visual vocabulary has been as innate in every society as the desire to acquire a system of spoken symbols. Visual art from past civilizations is frequently one of the few remaining clues with the power to illuminate which values were held most dear. As we rediscover these fragments of mankind’s puzzle and attempt to piece together our common humanity, the undeniable power of visual expression is an immutable and triumphant message. Today, every aspect of our designed environment will serve to explain who we are to those of the future.

If we study the growth and development of an individual child, the pattern of society to develop a multi-sensory means of communicating symbols and values is then clearly revealed as a reflection of the maturation process of every member of every society. A child discovers objects, those objects take on meaning, and this meaning is denoted and communicated

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through the various means of expression available to that child. The goal in educating every child must be to allow each to develop the most complete expression of self and potential, an expression that can occur only if all the senses are involved. In acquiring an education, the senses know no curricular boundaries. The purpose of education is to aid in the development of all children, that all children must be allowed to reach their full potential, and that this can only be accomplished by encouraging the use of all the communication skills they have as their birthright. Thus, the visual arts program seeks to provide visual literacy for every child by promoting fluency in the various modes of visual communication to include studio production, art history, aesthetics and criticism. Students learn the characteristics of visual arts by using a wide range of subject matter, media and means to express their ideas, emotions and knowledge. They evaluate the merits of their efforts and this assessment forms the basis for further growth that extends to all disciplines in school and to life in general.

_______________________________________________________

Strands The following strands run throughout the visual arts program and are guiding concepts for visual arts study at every grade level and in each high school course. For the purposes of this study, they are listed and defined as follows:

Perceiving - To develop a conscious awareness of sensory stimuli. Producing - To use art media, tools and processes to

communicate content, ideas and themes. Knowing - To identify, appreciate and/or understand the

historical/cultural context, content and processes of art as it relates to the self and others.

Communicating - To initiate an interchange of ideas through means of artistic expression that may include any or all of the multiple intelligences ( verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal )

Evaluating - An intuitive, informal or formal, critical response that results in an understanding or conclusion. A formal critical assessment includes describing, analyzing, interpreting, judging and reflecting. An intuitive informal assessment is based on personal likes and dislikes.

Connecting - To discover and understand integral, intrinsic relationships among other disciplines, life, individuals, ideas, skills and all learning.

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Definition Visual arts is a term used for a broad category of different types of art. This category may include the traditional fine arts such as drawing, painting, printmaking, and sculpture; communication and design arts such as film, television, graphics, and product design; architecture and environmental arts such as urban, interior, and landscape; folk arts; and works of art such as ceramics, fibers, jewelry as well as works in wood, paper, and other materials.

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Sequence of Visual Arts

The program outlined in this document is structured both to accomplish specific art objectives and embrace integrated concepts. To meet the Visual Arts Program goals for each grade, students must be able to understand and apply concepts that become sequentially more complex.

Visual arts education is a multifaceted creative process. It includes the development of perceptual awareness and the ability to use materials expressively. In addition, creative and critical thinking are taught and identified as: generative, imaginative, metaphorical, analytical, synthetic, and collaborative. These components of the creative process are taught by using a variety of approaches that integrate history/appreciation, aesthetics, criticism, production of artwork, as well as reading and writing. As a result of visual arts study, students develop a life-long process for problem solving that has direct relevance to all other disciplines. Through participation in visual arts, students have the opportunity to recognize and celebrate the creativity and diversity inherent in all of us.

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Program Continuity

Throughout the curriculum objectives progress from one grade level to the next K-12. Some objectives may recur at more than one grade level; however, the content, instruction, student outcomes, and evaluation methods should increase in sophistication at each grade level, or whenever differentiation is appropriate. Teachers should modify objectives appropriately to meet the instructional and developmental needs of each student.

Visual Arts Grades K-2Overview In grades K-2 children tend to be egocentric and family focused. The

relationship they have with adult caregivers at home will be transferred to teachers at school. Because of the attention young children give to judgments made by adults, great care should be given to how their work is evaluated. Their art is truly a record of their mental development and thinking process. The art classroom is an environment that encourages the growth of social skills such as self-reliance, cooperative behavior and courtesy as students share supplies, perform classroom tasks, and make and discuss their work. Therefore an evaluation of student work at this level should reflect the objectives of the project(s) and not an adult judgment about which is "best." Creating a competitive atmosphere is highly discouraged. _________________________________________________________

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Instruction Importance is placed on fostering student confidence by involving children in art activities directly related to their own experience. The development of observation skills helps children make discoveries in their own environment. Exploration of their imagination is as highly valued as awareness of their immediate surroundings. Eye and hand coordination increase through the manipulation of art media and tools. From creating typically rudimentary forms and using limited linear symbols for objects, students move toward developing a rich and detailed vocabulary of shapes to express thoughts/ideas.

The Elements of Art and Principles of Design are an essential part of the basic curriculum of Mathematics, Language Arts, and Science: color is science; shape/volume, space, line, balance, and pattern are math; and texture enhances language. Through teacher directed reading, children are introduced to books which combine words and imagery about diverse subjects to stimulate imagination for the creation of their own art. Children learn that telling a story and explaining many things can be done with pictures, words and symbols. Art is a place where students naturally use all areas of the curriculum.

Discovering the art of other times and places expands the child’s concept of time. Art History and Social Studies are strongly linked. Students learn that different types of art have been valued. Art history, aesthetics and criticism are introduced in primary terms. Visual arts encourages children to go beyond "I like it" to explain what they enjoy about a particular work of art.

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VISUAL ARTS - Kindergarten

The study of visual arts begins in Kindergarten with the introduction of skills and concepts that will be completely new for most of the children. Because of the children's different developmental levels when entering Kindergarten, it is expected that this year will emphasize joyful exploration and discovery; mastery is a process that will require repetition at subsequent grades.

The emphasis at this level is on:

Personal experience and/or imagination Exploring a variety of media to develop fine and gross motor skills Learning care and use of tools and equipment Following safety rules Family, five senses, counting, and retelling stories in pictures Learning about a variety of artists and art forms, including architecture

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Art elements - color, shape and line

Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting

Content Standard: 1: Understanding and applying media, techniques, and processes

Objectives/Skills and Knowledge

1.01 Use immediate environment, including family, home and surroundings, as source of ideas.

1.02 Use imagination as a source of ideas.

1.03 Understand and follow step-by-step presentation of art activities.

1.04 Begin to develop appropriate art vocabulary

1.05 Develop symbols for visual expression

1.06 Select color according to emotional appeal

1.07 Explore a variety of media

1.08 Create work that does not conform to adult standards of realism.

1.09 Select artwork they "like the best" and simply explain why.

1.10 Illustrate poems, stories and rhymes

1.11 Use all the senses to gain information and awareness about their environment.

1.12 Perhaps find inspiration from a variety of artwork.

1.13 Become familiar with a limited number of basic art media, techniques and processes which may include:

Drawing - crayons, oil pastels, non-toxic markers, brushes, computers, pencils, sidewalk chalk Cut paper - glue, scissors, folding, bending 3-D - clay, paper, found objects, including wood scraps Printmaking - stamps, gadgets, found objects, vegetables, monoprintPainting - tempera, watercolors, large brushes, sponges, finger paintCeramics - pinch, coil, found stamps.

1.14 Explore media freely.

1.15 Develop fine and gross motor control

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1.16 Utilize entire page when using 2-D materials.

1.17 Create a variety of lines, like thick and thin, curved or zigzag, etc.

1.18 Cut large and small shapes; double layers to produce identical shapes

1.19 Model clay by pressing; pulling, pinching, incising, stamping with found objects.

1.20 Create original pictures of self, others, animals and objects.

1.21 Render own thoughts and feelings visually.

1.22 Demonstrate proper use and care of materials and tools.

1.23 Use the art room rules for behavior, care and safety of equipment, tools and materials.

Content Standard: 2: Using knowledge of structures and functions


2.01 Name and identify colors.

2.02 Identify primary and secondary colors.

2.03 Mix secondary colors

2.04 Identify different types of line: straight, crooked, curved, zig-zag, wide and thin.

2.05 Recognize that line can be used to define contour of shapes and forms.

2.06 Name different textures on surfaces, for example: rough, smooth, bumpy.

2.07 Identify geometric shapes: circle, square, rectangle, triangle, diamond and oval.

2.08 Recognize some shapes have names; some do not.

2.09 Begin to discuss his or her own work and that of others in terms of color, line, shape and texture.

2.10 Use the entire page as part of the composition.

2.11 Use solutions that do not rely on copying or tracing others work.

2.12 Recognize others may view or interpret differently.

2.13 Use his or her own ideas and feelings when creating artwork.

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2.14 Respect the work of others when discussing art.

2.15 Explore a variety of materials.

Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and ideas


3.01 Create art depicting self, family, friends, pets, home, school and community.

3.02 Demonstrate the use of life surroundings and personal experiences to express ideas and feelings.

3.03 Invent original and personal imagery from observation and imagination to convey meaning and not rely on copying or tracing another's work.

3.04 Find inspiration in the work of other artists from many cultures.

Content Standard: 4: Understanding the visual arts in relation to history and cultures

Montana Rationale: It is important for students to be knowledgeable about the nature, value, and meaning of the Arts in the context of their own humanity with respect to community, environment, and culture, including the distinct and unique cultural heritage of Montana’s American Indians. See Appendix C for resources.


4.01 Recognize that people in many times and places have made art.

4.02 Recognize that art is created to fulfill personal and/or societal needs or purposes.

4.03 Recognize that an artwork may serve functional purposes.

4.04 Begin to relate to the concept of time personally ("when my grandfather was young…"), to famous people ("when George Washington was alive…"), and units of time (day, week, years).

4.05 Recognize that human beings create art to tell a story about their ideas and lives without words.

Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others


5.01 Relate important experiences in life to one's own art.

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5.02 Accept others' work and ideas.

5.03 Recognize that no two people are alike; therefore, their artwork should be alike.

5.04 Begin to use art vocabulary for discussion.

5.05 Begin to describe and explain his or her own art and the art of others in response to guided questions.

5.06 Express one's feelings about a specific artwork.

5.07 Begin to understand there are varied responses to specific art works

Content Standard: 6: Making connections between visual arts and other disciplines


6.01 Make use of commonalties in the subject matter of visual arts and other disciplines.

6.02 Begin to realize what each discipline encompasses.

6.03 Begin to observe that objects can be handmade or machine made and that both have value.

6.04 Use current technology to learn about art and create one's own artwork.

6.05 Develop a positive attitude about working with art materials and the art making process.

6.06 Understand that people of all ages can enjoy making art based on shared knowledge of self, family and friends.

6.07 Begin to differentiate between man made objects and natural objects.

VISUAL ARTS - Grade 1

The study of visual arts is cumulative and sequential to include learning introduced and emphasized at previous grade levels.

The emphasis at this grade level is on:

Reading Recognizing that mistakes can be turned into creative opportunities

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Repetition, pattern, geometric shapes and texture Telling and recording original stories through art

Observing how artists tell stories through their art




1.01 Understand the purpose of the activity.

1.02 Uses logical sequence to complete an activity.

1.03 Develop fluency in use of symbols for visual expression.

1.04 Discuss and examine familiar objects and literature to inspire imagery.

1.05 Carefully observe and examine the world around them.

1.06 Become familiar with additional basic art media, techniques and processes which may include: fibers - papermaking and paper weaving.

1.07 Use various techniques to create visual effects using texture.



2.01 Use variety of geometric and organic shapes in creating own work.

2.02 Differentiates between geometric and organic shapes.

2.03 Recognize that pattern is created by repetition and uses pattern in own artwork.

2.04 Use a variety of techniques and imagery incorporating pattern and repetition.

2.05 Begin to explore more than one solution during the problem solving process.

2.06 Create visual textures with basic drawing, sculpture and painting tools.


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3.01 Recognize that an artist's work has certain characteristics that distinguish it from that of others.

3.02 Create, discuss and/or write simple stories about one's own artwork.

3.03 Produce work that shows attention to detail in one's surroundings.

3.04 Use imagination to interpret environments other than one's own




4.01 Recognize that art from other times and cultures does not look the same.

4.02 Recognize that artwork from many cultures can be made of material that the student has experienced (wood, stone, paint, etc.)



5.01 Relate important ideas and feelings visually.

5.02 Begin to use one's mistakes as part of the creative process.

5.03 Recognize that mistakes can be turned into opportunities for creative problem solving.

5.04 Show understanding that sometimes artistic endeavors fail because of reasons beyond one's control.

5.05 Recognize that the use of art elements by the artist can tell a story, or describe a feeling or mood.

5.06 Discuss artwork using the design principle of repetition.



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6.01 Uses reading, writing and math in the creation of art.

6.02 Realize that advances in science and technology affect how things look and how they are done.

6.03 Recognize the difference between manmade objects and natural objects.

6.04 Begin to understand that man made objects were all designed and made by someone.

6.05 Begin to understand that some adults make art just for fun and others make art as a job.




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Awareness of themselves and their own community Trying a variety of techniques and imagery to enhance the design solution Emphasis and movement Weather and seasons Recognizing how artists create mood/emotions in their work

Reality and fantasy




1.01 Understand the process involved in using the media.

1.02 Plan and organize for creating art.

1.03 Develop strategies for imagining and implementing images.

1.04 Refine the form of visual symbols to more accurately define concepts.

1.05 Recognize that in a world of imagination there is no right or wrong, but that some solutions are better than others.

1.06 Use experimentation to find solutions.

1.07 Recognize that diverse solutions are preferable to predetermined visual solutions.

1.08 Recognize that images from reality and from fantasy may be used to create original art.

1.09 Become familiar with additional art media, techniques and processes that may include: Cut paper - tape, and Printmaking - styrofoam, water soluble printing ink

1.10 Recognize specific media and processes

1.11 Express moods and feelings.

1.12 Produce visual effects and textures using each media.

1.13 Depict self and others in a variety of real and imaginary situations.



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2.01 Incorporate a variety of lines in own artwork.

2.02 Use a horizon line to organize space.

2.03 Discuss how the viewer's eye moves through work of art.

2.04 Discuss and use opposites to create variety including big/little, light/dark, smooth/rough, tall/short, few/many.

2.05 Identify center of interest (emphasis) in a composition.

2.06 Create work which shows more complex organization.



3.01 Create, discuss, and/or write about whether the content of their artwork is reality or fantasy.

3.02 Create fantasy environments.

3.03 Begin to recognize that an artist's background and experiences are important in shaping an artist's work.




4.01 Identify main purpose for an individual artwork.

4.02 Identify selected characteristics of art from a particular culture.

4.03 Identify selected medium/techniques or processes used for an individual artwork.

4.04 Become aware of the ideas of time and history (what came before and after).

4.05 Begin to realize that there have been diverse cultures in the world and each culture has produced art.

4.06 Recognize selected works of art from various cultures.

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4.07 Discuss common themes such as families, community life, and beauty.



5.01 Begin to understand that the purpose for a work of art affects how a work is made.

5.02 Find diversity in art as a natural and positive expression of individuality.

5.03 Value art that does not rely on copying or tracing others' work.

5.04 Apply knowledge gained from a failure, mistake or accident to help achieve a more successful effort.

5.05 Discuss artwork using the design principles of repetition, emphasis, and movement.



6.01 Understand that a major purpose of the arts is the creation of an original work.

6.02 Begin to understand different ways people can make a living from creating works of art.

6.03 Discuss the involvement in art of people of all ages to include visiting museums, making art, reading or writing about art and artists, buying art, and teaching and volunteering in the arts.

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General Strategies General Resources General Assessment

1) view examples of each media2) produce in each media

a) drawing: shapes, sizes, linesb) painting: color mixing,

techniquesc) printing: repetition of a motiond) sculpture: 3D forms,

manipulation of materials, claye) fiber: sewing/stitching

techniques, fiber collagef) mixed media: cutting and

pasting, arranging, creative manipulation

g) demonstration/modelingh) student participation/practicei) peer observation and

cooperation3) discussion

a) shapesb) colorc) lined) texturee) repetition and variationf) emphasisg) rhythmh) balancei) motionj) proportion

4) questions and answers5) story telling6) sharing7) examples8) guided practice9) demonstration/modeling10) trial and error11) peer review12) viewing visual resources13) community resources14) guest artists/speakers15) visual scanning16) interdisciplinary units17) team teaching/planning18) production display19) identification and response20) vocabulary21) personalizing projects22) teacher modeling of emotional states23) computer technology24) thumbnail sketches

1) paper, pencils, crayons, markers2) tempera, watercolors, brushes,

sponges3) styrofoam, glue, found objects4) clay, paper mache, cut paper,

masking tape5) yarn, big eye needles, sewing

materials, scissors6) magazines, newspapers,

recyclables7) visuals8) field trips9) electronic media

1) identification and response2) group discussions3) sharing4) participation5) production displays6) teacher checklists: verbal and written7) anecdotal recording

See Appendices For More Info

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K-2 Visual Arts

VISUAL ARTS GRADES 3-4

Overview In grades 3-5 children continue to be family centered, but an increasing emphasis will be placed on peer relationships. Students of this age still generally want to please the teacher, but they are not as demonstrative. This more independent behavior should not be construed as an indication that they care less about the teacher’s opinion. The art classroom promotes self-discipline as students take responsibility for sharing space, and room and supply clean up. Respect for each other’s opinions, work, and personal space must be encouraged.

It is appropriate for the assessment process to be broadened to include self and peer participation in evaluating projects according to the established objectives. A noncompetitive atmosphere continues to promote student self-esteem. ________________________________________________________

Instruction Students at this age display increased manual dexterity, however, their skills may not keep pace with their desire for increasingly realistic work. This may lead to self-consciousness and insecurity in their artistic ability. The teacher’s role at this stage is to provide a positive working environment, facilitate growth of technical skills, and sharpen observational skills. Children use a broader range of subject matter and media. Ideas gained from independent reading are incorporated into their art. They grow more sophisticated in depicting movement, spatial relationships and emotions in their work.

Interdisciplinary connections are an inherent part of art. The transfer of the multi-stepped problem-solving process from one discipline to another is readily reinforced in these grades. The students realize that a sequence of choices or events leads to unique solutions in a variety of disciplines. The scientific method, math problem solving, the writing process, and completing an art assignment all follow the same pattern. Cognitively, students develop a sense of history, including an ability to distinguish between art created by different cultures. Students enjoy knowing and sharing information about various artists and the times in which they lived. A much greater verbal fluency, the incorporation of selected art vocabulary, and a focus on expressing oneself in a positive manner should typify class discussion about artwork. A variety of written genres may be used to reinforce and complement artistic expression. ________________________________________________________


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Research and personal interests Demonstrating ease in using a variety of media Use of space and balance in art Fables and myths, measurement, calligraphy, plants

Differentiating between landscape, portrait and still life




1.01 Expand the use of appropriate vocabulary.

1.02 Apply knowledge and concepts gained across the curriculum as a source of ideas for art.

1.03 Select color both for emotional appeal and realism.

1.04 Respond to positive attention and suggestions from others.

1.05 Discuss why one solution is better than another through comparison.

1.06 Refine images of self, pets, family, friends, and environment.

1.07 Elaborate on an idea or theme.

1.08 Develop the ability to work in small groups to reach a group goal which will be greater than any one individual might achieve alone.

1.09 Expands control and manipulation of the media and tools which may include the following:

Photography - sun prints

Drawing - chalk, fine and broad markers, colored pencils, creates a variety of lines with tip, point and side, computer and software.

Cut paper - papers, found objects, fibers, glue, sharp-edged scissors, curling, scoring and stapling, cutting a variety of single and multiple shapes.

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3-D - paper mache, small hand tools.

Printmaking - cardboard

Painting - liquid acrylics, large and small brushes, computer and software.

Ceramic - coil construction, compound pinch and slab, addition, smoothing, self-created stamps.

Fibers - Knotting, small hand looms for fibers.

1.10 Explore unique properties and potential of materials.

1.11 Demonstrate increased fine motor skills.

1.12 Develop familiarity with specific media and processes.

1.13 Interprets actual textures in a variety of media.

1.14 Create portraits, still lifes and landscapes from real life observation or memory.

1.15 Depict self and others in a variety of real and imaginary situations with increasing detail.



2.01 Explore differences among actual, imaginary and applied texture in discussion and production.

2.02 Create a variety of visual textures using computers and basic drawing, printmaking, sculpture and painting tools.

2.03 Identify geometric shapes: circle, square, rectangle, triangle, diamond, oval, octagon, and pentagon.

2.04 Use a variety of geometric and organic shapes in creating own work.

2.05 Compare objects in space through relative size and position including such things as: overlapping, foreground, middle ground, background, and amount of detail.

2.06 Develop ability to discuss his or her own work and that of others in terms of art elements.

2.07 Recognize composition is using the elements of art to create an artwork.

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2.08 Achieve balance in compositions through use of like or different objects.

2.09 Develop repetition to create pattern in one's own artwork.

2.10 Respect the work of others when critiquing art.

2.11 Consider numerous solutions during the problem-solving process.

2.12 Recognize symmetrical and asymmetrical balance.

2.13 Mix tints and shades.



3.01 Write fables and myths with details based on one's own artwork.

3.02 Use knowledge and imagination to interpret environments.

3.03 Interject personal point of view regarding one's own surroundings.

3.04 Interpret freely work by other artists, cultures or time periods to create original art.

3.05 Know, discuss, and/or write about how an artist's background and experiences are important in shaping that artist's work.

3.06 Know, discuss, and/or write about how an artist's environment and time makes one's own work different from that of other artists in other times or places.




4.01 Identify the main purposes for art in a society.

4.02 Differentiate between decorative and functional purpose in one's own artwork.

4.03 Identify specific works of art as belonging to a particular culture, time and place.

4.04 Identify media/techniques and processes used for an individual artwork.

4.05 Understand there have been many different cultures in the world and each culture has

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produced art.

4.06 Name selected artist.

4.07 Name selected works by an artist.

4.08 Recognize that cultures have different ideas about art.



5.01 Understand that the purpose for a work of art affects how it is made.

5.02 Recognize diversity in art as a natural and positive expression of individuality.

5.03 Express own ideas and feelings visually and with fluency.

5.04 Express what can be learned from a mistake or accident of one's own or others.

5.05 Apply knowledge gained from a failure situation to help achieve a more successful effort.

5.06 Critique art work using proper art vocabulary.

5.07 Express one's own thoughts and feelings about a specific artwork.

5.08 Critique artwork in relation to design principles: emphasis, movement, repetition, space, and balance.



6.01 Begin to acknowledge similarities among all the arts including vocabulary, concepts, and use of composition.

6.02 Discuss how the artwork people produce reflects the times in which they live.

6.03 Recognize that people can derive satisfaction from involvement with art.

6.04 Understand ways people can make a living from creating works of art.

6.05 Understand that people can make a living in art related fields.

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The study of visual arts is cumulative and sequential to include learning introduced and emphasized at previous grade levels. The emphasis at this grade level is on:

The ability to organize and sequence Incorporating multi-step processes Value North Carolina history, animals, symmetry, narrative writing Exploring the art of North Carolina Recognizing the styles of individual artists

Comparing and contrasting art movements




1.01 Expand the sense of environment to include global awareness as a source of ideas for imagery.

1.02 Create work which approaches a higher level of realism.

1.03 Depict sequence of events in artwork.

1.04 Use complex symbols to fully explore ideas.

1.05 Know about and correctly use stitchery needles and small hand tools.

1.06 Use additional art media, techniques and processes which may include:

Fibers - stitchery, a variety of fiber weaving techniques, felting and quilting

Cut paper - complex symmetrical folding and cutting;

Sculpture - experiments with varied tools including small hand tools.

1.07 Increase skills with familiar materials.

1.08 Demonstrate one's own thought and feelings visually, using sequential, visual narrative.

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2.01 Mix tints, shades and tones.

2.02 Differentiate horizontal, vertical, parallel, and diagonal lines.

2.03 Compare relative positions of objects in space through color intensity and value.

2.04 Exercise flexibility when approaching a problem-solving situation.



3.01 Create extended visual narratives based on one's own life and experiences.

3.02 Discuss and/or write extended narratives based on one's own art.

3.03 Enumerate characteristics of artist's work that distinguish it from others.

3.04 Compare work of various artists' styles and cultures.



Objectives

4.01 Recognize that art can serve more than one purpose and/or function in a given culture.

4.02 Make responses that are both knowledge-based and personal (objective and subjective).

4.03 Compare works of art from different times and cultures.

4.04 Compare works of art from one culture to that from another culture of the same time period.

4.05 Recognize an increased selection of works of art and artists.

4.06 Discuss themes which are most important to a particular culture.

4.07 Recognize that individuals are products of their own culture.

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4.08 Explores the art and architecture of selected North Carolina artists.



5.01 Describe how people's experiences influence the development of specific artworks.

5.02 Understand experience varies from individual to individual and from culture to culture.

5.03 Critique artwork through the use of design principles: emphasis, movement, repetition, space, balance, and value.



6.01 Recognize that in a particular place or time, shared beliefs or knowledge will affect the ideas, issues or themes in all disciplines.

6.02 Identify how technology affects how things look and how they are done.

6.03 Discuss how some ways of making art are different than in the past but some are the same.

6.04 Discuss how there are art related jobs today that did not exist in the past such as photographer, videographer and computer artist.

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1) view examples of each media2) produce in each media

a) drawing: shapes, sizes, linesb) painting: color mixing,

techniquesc) printing: repetition of a motiond) sculpture: 3D forms,

manipulation of materials, claye) fiber: sewing/stitching

techniques, fiber collagef) mixed media: cutting and

pasting, arranging, creative manipulation

g) demonstration/modelingh) student participation/practicei) peer observation and

cooperation3) discussion

a) shapesb) colorc) lined) texturee) repetition and variationf) emphasisg) rhythmh) balancei) motionj) proportion

4) questions and answers5) story telling6) sharing7) guest artists/speakers8) community resources9) visual scanning10) field trips11) interdisciplinary units12) tiral and error13) team teaching/planning14) vocabulary15) computer technology16) thumbnail sketches17) identification and response18) viewing of visual resources19) writing/dramatization20) thematic units21) display and presentations22) expand symbol knowledge23) research ideas and combine

resources24) group work25) personalizing student projects

1) paper, pencils, crayons, markers2) tempera, watercolors, brushes,

sponges3) styrofoam, glue, found objects4) clay, paper mache, cut paper,

masking tape5) yarn, big eye needles, sewing

materials, scissors6) magazines, newspapers,

recyclables7) visuals8) field trips9) electronic media

1) identification and response2) group discussions3) sharing4) participation5) production displays6) teacher checklists: verbal and written7) anecdotal recording

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3rd – 4th Visual Arts


Ravalli County Curriculum Consortium Visual Arts 5-8

VISUAL ARTS GRADES 5-8

Overview In grades 5-8, students own art making becomes infused with a variety of images and approaches. They are very aware of popular culture and may want to incorporate elements from this culture into their art. Students learn to accept that other’s preferences may differ from their own but begin to appreciate multiple artistic solutions and interpretations. Questions asked in response to artwork become more refined and probing. Study of historical and cultural context gives students insight into the role of visual arts as a record of human achievement. As they consider artworks in historical perspective, students begin to gain a clearer understanding of what they themselves value.The sixth grade level emphasizes exploration and discovery of visual arts. Students begin to form a foundation of learning about visual arts and continue to increase appreciation of visual arts. At the seventh grade level students continue to develop and explore through creative experiences. Their foundation of understanding and appreciation become stronger and continues to build. With the transition to eighth grade, the emphasis becomes more introspective as students move to develop their own level of competence and personal style. In visual arts, the goals for this grade span are related and parallel. The goals, content, instruction, student’s outcomes and evaluation methods should increase in sophistication and complexity at each ensuing grade. ________________________________________________________

Instruction As a result of learning in visual arts, students should be critical thinkers able to creatively solve problems using their knowledge and intuitive interpretations. They should become holistic in their approach to problem solving, being able to accept and evaluate within the structure of everyday society. They should be able to exercise flexibility in thought and work successfully with others while still retaining confidence in their own individual strengths. The visual arts student should apply retained knowledge to "think outside the box," ensuring they are valuable and contributing members of a team.

Visual arts are inherent in the lives and learning of all societies and cultures throughout history. The arts bridge knowledge, imagery and aesthetics across the humanities, mathematics and science. As a result of this interconnectedness, visual arts penetrates all areas of study causing synthesis in understanding for the learner.

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The study of visual arts is cumulative and sequential to include learning introduced and emphasized previous grade levels. The emphasis at this grade level is on:

Integrating and synthesizing subject matter, current events Evaluating results and recognizing which media will be successful in given situations Unity Cultures of the Americas, plants, interdependence

Exploring the art of the Americas




1.01 Use the imagination as a source for symbolic expression.

1.02 Practice a variety of methods of observation from different points of view to explore spatial relationships.

1.03 Use current events as a catalyst for the discussion and production of art.

1.04 Use additional art media, techniques and processes, which may include:

Drawing - charcoalPrintmaking - easy cut, mixed media, collographs3-D - wirePhotography - pin-hole cameras



2.01 Recognize and apply the elements of art in an aesthetic composition.

2.02 Recognize and apply the design principles used in composition.

2.03 Develop repetition to create unity in one's own work.

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2.04 Use variations to create interest in a composition.

2.05 Critique his or her own work and that of others in terms of design principles.

2.06 Recognize the validity of one's feelings and impressions when solving visual problems.

2.07 Recognize the value of intuitive perceptions in the problem-solving process when creating art.



3.01 Compare and contrast the work of various artists' styles and cultures.




4.01 Begin to recognize that art is the visual record of the history of mankind.

4.02 Identify selected characteristics that make art of a particular culture unique.

4.03 Apply knowledge of belief systems of selected cultures as reflected in the artwork of those cultures.

4.04 Compare art of one culture to that of another culture or time.

4.05 Recognize selected individual style characteristics of an artist.

4.06 Compare and contrast selected major artists and artwork.

4.07 Demonstrate a sense of history (what came before and after) regarding cultures and works of art.

4.08 Recognize there are many universal themes in art throughout history.



5.01 Respond to questions relating to purpose and appropriateness of works including: Why do you think this artist painted this way? How do the materials the artist used help get across the idea of the artwork?

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5.02 Critique artwork in relation to design principles: emphasis, movement, repetition, space, balance, value, unity.



6.01 Identify similarities and differences between the visual arts and other disciplines.

6.02 Appreciate and speculate about how technology will precipitate additional artistic developments in the future.

6.03 Compare current technology to that of the past.

6.04 Examine the choice of art as a profession.

6.05 Recognize that art provides an opportunity for life long learning.

6.06 Begin to recognize that the creation of art requires creative and critical thinking skills that are used throughout life.


The emphasis for the grade level is on: Using media Imagining and implementing images Elaborating on an idea or theme Applying the elements of art and the principles of design

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Art as a means of communication and persuasion Interpreting the environment Visual arts purpose and function in history and cultures Contributions of visual arts in various cultures Purposes for creating works of art Identifying connections, and similarities and differences The impact of technology on the arts

Art as a vocation and avocation





1.02 Explore strategies for imagining and implementing images.

1.03 Recognize in a world of imagination there is no right or wrong, but some solutions are better than others.

1.04 Recognize and identify ideas that artists get from a variety of sources.

1.05 Understand that ideas evolve over time.

1.06 Develop perceptual awareness through the use of all senses.

1.07 Recognize the unique properties of various media.

1.08 Explore and identify the use of a variety of materials using proper vocabulary and terminology.

1.09 Differentiate among techniques and processes for working with each materials.

1.10 Discover the expressive potential of various media and techniques.

1.11 Use art materials and tools in a safe and responsible manner.



2.01 Recognize and discuss the elements and principles found in the environment.

2.02 Recognize and discuss the elements and principles of design in an aesthetic 151

composition.

2.03 Recognize and discuss how diverse solutions are preferable to predetermined visual solutions.

2.04 Recognize and discuss the value of intuitive perceptions in the problem-solving process.

2.05 Recognize and discuss how artists use the elements and principles of design to impact the environment.



3.01 Recognize and discuss art as a means of communication and persuasion.

3.02 Understand the use of life surroundings and personal experiences are used to express ideas and feelings visually.

3.03 Interpret the environment with realistic imagery.

3.04 Convey meaning through original imagery that does not rely on copying, tracing, patterns or duplicated materials.

3.05 Recognize and discuss the personal imagery and style of various artists.




4.01 Demonstrate an understanding that the visual arts have a history, purpose and function in all cultures.

4.02 Identify specific works of art as belonging to a particular culture, time and place.

4.03 Discover relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

4.04 Recognize and discuss the existence of art movements, periods, and styles.

4.05 Recognize and discuss the existence of universal theme in art throughout history.

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4.06 Recognize and discuss the aesthetic diversity of various cultures.



5.01 Describe various purposes for creating works of visual art.

5.02 Describe how people’s experiences influence the development of specific artworks.

5.03 Acknowledge and discuss how other’s work and ideas are unique expression of themselves.

5.04 Acknowledge and explain how unsuccessful efforts can be a constructive part of growth in the creative process.

5.05 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning, feeling, mood and ideas, oral and written expression.



6.01 Identify connections, similarities and differences between the visual arts and other disciplines.

6.02 Identify ways the art elements and design principles interrelate with other arts disciplines.

6.03 Identify characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

6.04 Identify how various technology affects visual arts and other disciplines.

6.05 Develop and discuss an awareness of art as an avocation.

6.06 Develop and discuss an awareness of art as a profession.



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Organizing and creating art Development of ideas over time Techniques and processes for working with a variety of materials Using a variety of media and techniques The elements and principles of design Artistic solutions Interpreting the environment Inventing original imagery Aesthetic diversity of various cultures How art can meet its intended purpose How art elements and design principles relate to all arts areas The impact of future technology on the arts

Art as a vocation or avocation




1.01 Expand knowledge for organizing and creating art.

1.02 Develop strategies for imagining and implementing images.

1.03 Explore a variety of solutions in solving creative problems.

1.04 Understand and discuss that ideas from reality and from fantasy may be used to create original art.

1.05 Demonstrate the development of ideas across time.

1.06 Recognize and discuss the use of multiple senses in visual arts.

1.07 Identify various media techniques from visual examples.

1.08 Explore and identify the unique properties and potential of materials using proper vocabulary and terminology.

1.09 Learn various techniques and processes for working with each material.

1.10 Use a variety of media and techniques in an expressive manner.

1.11 Discuss and develop the concept of safety as it relates to art tools and materials.


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2.01 Explore and discuss the elements and principles of design found in the environment.

2.02 Explore and apply the elements and principles of design used in an aesthetic composition.

2.03 Explore and discuss that diverse solutions are preferable to predetermined visual solutions.

2.04 Explore and discuss the value of intuitive perceptions in the problem-solving process.

2.05 Explore and discuss the value of experimentation in the problem-solving process.

2.06 Explore and discuss how artists use the elements and principles of design to impact the environment.



3.01 Use visual arts to persuade and communicate ideas.

3.02 Demonstrate the use of life surroundings and personal experiences to express ideas and meanings visually.

3.03 Interpret the environment through art.

3.04 Invent original imagery to convey meaning.

3.05 Explore how artists develop personal imagery and style.




4.01 Identify the history, purpose and functions of visual arts in various cultures.

4.02 Describe characteristics of specific works of art that belong to a particular culture, time and place.

4.03 Describe relationships of works of art to one another in terms of history, aesthetics,

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and cultural/ethnic groups.

4.04 Explore and discuss the existence of art movements, periods, and styles.

4.05 Explore and discuss the existence of universal theme in art throughout history.

4.06 Explore the aesthetic diversity of various cultures.



5.01 Explain how a work of art can meet its intended purpose.

5.02 Identify the influences that had the greatest impact on a given work of art.

5.03 Explain how other’s work and ideas as unique expression of themselves.

5.04 Incorporate constructive growth learned from unsuccessful efforts into the creative process.

5.05 Critique artwork evaluating meaning, feeling, mood and ideas in oral and written expression.



6.01 Explain connections, similarities and differences between the visual arts and other disciplines.

6.02 Explain various ways the art elements and design principles interrelate with other arts disciplines.

6.03 Compare characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

6.04 Discuss and describe the impact future technology will have on visual arts and other disciplines.

6.05 Identify and discuss visual arts as an avocation.

6.06 Identify and discuss how broad visual arts is as a profession.

6.07 Research how art provides an opportunity of involvement, both vocationally and vocationally.

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The emphasis at this grade level is on: Planning and organizing for unique and original solutions Seeking inspiration from other artists Using increasingly complex ideas and original expressions Developing expressive media techniques to reach an original and personal solution Developing original solutions Using environmental imagery The history, purpose and function of visual arts Evaluating the effectiveness of a work of art Critiquing artwork Interpreting and analyzing

Assessing the ways art enhances all aspects of life




1.01 Plan and organize for unique and original solutions.

1.02 Refine strategies for imagining and implementing images.

1.03 Analyze various solutions to solving creative problems to determine which are better.

1.04 Solve problems using images from fantasy and reality.

1.05 Choose and apply the best ideas among those developed over time.

1.06 Develop solutions that incorporate the use of a variety of senses.

1.07 Discriminate in deciding the effectiveness of various media techniques to reach an artistic solution.

1.08 Apply materials such that their unique properties and potential impact the artistic solution.

1.09 Apply a variety of techniques and processes when working with each material.

1.10 Determine an original solution through expressive media techniques.

1.11 Understand the historical and personal implications of the proper use of tools and materials.

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2.01 Understand how artists use the elements and principles of design to impact their environment.

2.02 Develop original solutions that effectively apply the elements of art in an aesthetic composition.

2.03 Apply diverse original solutions in the problem solving process.

2.04 Apply intuitive perceptions in the problem-solving process.

2.05 Apply diverse experimental solutions in problem-solving.



3.01 Communicate and persuade through visual arts.

3.02 Develop the use of life surroundings and personal experiences to express ideas and feelings visually.

3.03 Utilize environmental imagery to create artwork with personal meaning.

3.04 Invent original and personal imagery to convey ideas that are both personal and have meaning.

3.05 Develop personal imagery and style.




4.01 Consider the history, purpose and function of visual arts and analyze their impact on various cultures.

4.02 Explain the impact of a particular culture, time and place on a specific work of art.

4.03 Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

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4.04 Explain the impact of art movements, periods, and styles.

4.05 Explain the impact universal themes in art throughout history have had on specific works of art.

4.06 Explain the impact of current culture on your personal style, attitude and techniques.



5.01 Evaluate the effectiveness of a work of art in meeting its intended purpose.

5.02 Evaluate the ways in which a work of art reflects or communicates the diverse experiences of the artist.

5.03 Interpret how a given work of art expresses the uniqueness of the individual artist.

5.04 Evaluate and reflect on the impact of various decisions made throughout the creative process.

5.05 Critique artwork evaluating purpose, tone and style in an oral or written expression.



6.01 Interpret and analyze connections, similarities and differences between the visual arts and other disciplines.

6.02 Demonstrate various ways the art elements and design principles interrelate within all arts disciplines.

6.03 Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

6.04 Apply various technologies in order to effect visual arts and other disciplines.

6.05 Assess the ways art enhances all aspects of life.

6.06 Assess the criteria to pursue visual arts as a profession.

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1) view examples of each media2) drawing: contour, observation,

symbolic3) painting: color theory, techniques,

styles4) printing: repetition of a motion5) sculpture: relief, assemblage,

modeling, carving6) fiber: stitchery, quilting, weaving7) mixed media8) collage9) printmaking: relief, stencil, collaraph,

monoprint10) demonstration/modeling11) graphic design: lettering, design,

computer applications12) student participation/practice13) peer observation and cooperation14) identify and respond15) vocabulary16) thumb nail sketches17) manipulation of materials18) discussion19) research20) critiques21) viewing22) small groupwork23) brainstorming24) field trips25) lecture26) analysis and comparison of styles,

themes, personal expression27) sensory responses to artwork28) interdisciplinary units29) production display30) team planning/teaching31) discussions with visiting artists32) role playing33) classification activities34) imagination building activities

1) texts/magazines2) sculpture materials3) recyclables4) painting materials5) computer technology6) fiber materials7) printmaking materials8) video materials/visuals9) library10) nature11) community resources12) artist in residence programs13) museums/galleries14) artwork15) mass media

1) in-process evaluations2) products3) written exams4) oral exams5) teacher evaluation of correct

utilization of media/project parameters

6) project assessments measure:a) creativityb) personal expressionc) craftsmanshipd) perceptionse) reflectionf) media manipulation

7) written evaluations8) verbal evaluations9) correct vocabulary usage10) rubrics11) visual inspections12) creation of a list of art-related careers13) recognition of the connection of art

skills to the workplace


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5th – 8th Visual Arts

9-12 ArtNational Standard 1Understanding and applying media, techniques, and processes.

Benchmarks:

Proficient:

Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Advanced: Students communicate ideas regularly at a high level of effectiveness in at least one visual arts

medium Students initiate, define, and solve challenging visual arts problems independently using

intellectual skills such as analysis, synthesis, and evaluation

Objectives:


1.02 Devise and use strategies for imagining and implementing images.

1.03 Create multiple solutions in problem solving and discuss that some solutions are better than others.

1.04 Recognize and discuss that concepts and images from a variety of sources can be used to create original art.

1.05 Show how ideas develop and evolve over a period of time.

1.06 Manipulate sensory stimuli to develop perceptual awareness.

1.07 Use the vocabulary of art in written and oral form.

1.08 Explore and discuss unique properties and potential of art materials.

1.09 Demonstrate techniques and processes for working with each art material.161

1.10 Communicate and express ideas through a variety of materials and techniques.

1.11 Evaluate and select materials, techniques and processes to facilitate the creation of artwork

1.12 Demonstrate the safe and responsible use of tools and materials.

National Standard 2

Using knowledge of structures and functions

Benchmarks:

Proficient: Students demonstrate the ability to form and defend judgments about the characteristics and

structures to accomplish commercial, personal, communal, or other purposes of art Students evaluate the effectiveness of artworks in terms of organizational structures and functions Students create artworks that use organizational principles and functions to solve specific visual

arts problemsAdvanced: Students demonstrate the ability to compare two or more perspectives about the use of

organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Objectives:

2.01 Recognize, apply and evaluate the elements of art in an aesthetic composition.

2.02 Recognize, apply and evaluate the design principles used in composition.

2.03 Use intuitive perception to solve problems.

2.04 Use experimentation to solve problems.

2.05 Use critical thought and analysis in the problem-solving process.

2.06 Demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal or other purposes of art.

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National Standard 3

Choosing and evaluating a range of subject matter, symbols, and ideas

Benchmarks:

Proficient: Students reflect on how artworks differ visually, spatially, temporally, and functionally, and

describe how these are related to history and culture Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve

problems in daily life Advanced: Students describe the origins of specific images and ideas and explain why they are of value in

their artwork and in the work of others Students evaluate and defend the validity of sources for content and the manner in which subject

matter, symbols, and images are used in the students' works and in significant works by others

Objectives

3.01 Demonstrate the use of life surroundings and personal experiences to express ideas and feelings visually.

3.02 Interpret the environment through art.

3.03 Invent original and personal imagery to convey meaning and not rely on copying, tracing, patterns or duplicated materials.

3.04 Research and discuss how artists develop personal imagery and style.

3.05 Apply subjects, symbols and ideas in artworks and use the skills gained to solve problems in daily life.

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National Standard 4

Understanding the visual arts in relation to history and cultures

Benchmarks:

Proficient: Students differentiate among a variety of historical and cultural contexts in terms of

characteristics and purposes of works of art Students describe the function and explore the meaning of specific art objects within varied

cultures, times, and places Students analyze relationships of works of art to one another in terms of history, aesthetics, and

culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Advanced: Students analyze and interpret artworks for relationships among form, context, purposes, and

critical models, showing understanding of the work of critics, historians, aestheticians, and artists Students analyze common characteristics of visual arts evident across time and among

cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Objectives

4.01 Know that the visual arts have a history, purpose and function in all cultures.

4.02 Identify specific works of art as belonging to particular cultures, times and places.

4.03 Compare relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

4.04 Describe the existence of art movements, periods, and styles.

4.05 Describe universal themes that exist in art throughout history.

4.06 Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

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4.07 Montana Rationale: It is important for students to be knowledgeable about the nature, value, and meaning of the Arts in the context of their own humanity with respect to community, environment, and culture, including the distinct and unique cultural heritage of Montana’s American Indians. (see Appendix C)

National Standard 5

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Benchmarks:

Proficient: Students identify intentions of those creating artworks, explore the implications of various

purposes, and justify their analyses of purposes in particular works Students describe meanings of artworks by analyzing how specific works are created and how

they relate to historical and cultural contexts Students reflect analytically on various interpretations as a means for understanding and

evaluating works of visual art Advanced: Students correlate responses to works of visual art with various techniques for communicating

meanings, ideas, attitudes, views, and intentions

Objectives:

5.01 Describe the various purposes for creating works of visual art.

5.02 Describe how people’s experiences influence the development of specific artworks.

5.03 Accept other’s work and ideas as unique expression of themselves.

5.04 Explain why what is not understood is sometimes devalued.

5.05 Explain how the constructive role of failure is often a part of the creative process.

5.06 Critique artwork through the use of: proper vocabulary, art elements and design principles, meaning, feeling, mood and ideas, oral and written expression.

5.07 Explain the varied responses to specific artworks.

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5.08 Accept and offer constructive criticism.

National Standard 6

Making connections between visual arts and other disciplines

Benchmarks:

Proficient: Students compare the materials, technologies, media, and processes of the visual arts with those

of other arts disciplines as they are used in creation and types of analysis Students compare characteristics of visual arts within a particular historical period or style with

ideas, issues, or themes in the humanities or sciences Advanced: Students synthesize the creative and analytical principles and techniques of the visual arts and

selected other arts disciplines, the humanities, or the sciences

Objectives:

6.01 Identify connections, similarities and differences between the visual arts and other disciplines.

6.02 Describe ways the art elements and design principles interrelate within all arts disciplines.

6.03 Read about and discuss universal themes that exist within the arts disciplines.

6.04 Compare characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.

6.05 Discuss and explain how current technology impacts visual arts and other disciplines.

6.06 List and discuss art related avocations.

6.07 List and discuss art professions.166

6.08 Articulate how art provides an opportunity for lifelong learning.

Visual Arts I(Grades 9-12)

Art I is designed to reinforce and build on knowledge and skills developed at the elementary and middle school levels. It is the foundation level for art study throughout high school. The course is primarily devoted to deliberate and systematic presentations, various art processes, procedures, theories, and historical developments. Students have experiences in producing two- and three-dimensional artworks. The course emphasizes the study of the elements of art and the principles of design, color, vocabulary, art criticism, art history, and safety in the art room. The approach to experiences during this time is experimental in terms of materials. Students are provided a strong foundation in design, drawing and vocabulary in teacher-structured environment. Problem solving and decision making are emphasized throughout Art I.

Skills and Knowledge1. Line

a. Kinds of linesb. Quantities of linec. Contour lined. Gesture linee. Weighted line

2. Shapea. Types of shapeb. Abstraction of shapec. distortion of shaped. Multiple views of shape

3. Forma. Types of formb. Abstraction of formc. Distortion of formd. Structural integrity of form

4. Valuea. Value scaleb. Techniquesc. High lightsd. Light sourcee. Chiaroscuro

5. Colora. Color wheelb. Color schemes

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c. Tint/shaded. Intensitye. Depthf. Atmospheric perspective

6. Spacea. Scaleb. Overlapc. Size/placementd. Detaile. Valuef. Foreground, middle ground, backgroundg. Point of viewh. Center of interesti. Perspective

* 1 point * 2 point * 3 point

j. Positive/negativek. Aerial perspectivel. Fore shortening

7. Texturea. Kindsb. Types Real

* simulated* invented* abstracted

c. Valued. Contract

8. Principles of Designa. Balance

* Symmetrical* Asymmetrical* Radial

b. Emphasis* Opposing sizes, shape, line* Contrasting colors* Opposing detail* Dominance* Isolation* Converging line* Interruption* Centering* Distortion* Focus

9. Movementa. Verticalb. Horizontalc. Diagonald. Curvinge. Optical illusion

10. Proportiona. Scaleb. Exaggeratedc. Idealized

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d. Life sizee. Monumentalf. Caricatured

11. Repetitiona. Of elementsb. Patternc. Alternative disciples

12. Rhythma. Regularb. Irregularc. Alternatingd. Flowinge. Progressivef. Opposingg. Accent

13. Unitya. Strong enclosureb. Connecting objectsc. Overlappingd. Repetition of elementse. Motif

14. Varietya. Repetitionb. Variation

15. Contrasta. Similaritiesb. Differencesc. Oppositesd. Intensitiese. Dominancef. Subordinationg. Randomh. Emphasis

16. Art Criticisma. Descriptionb. Analysisc. Interpretationd. Evaluation

17. Aestheticsa. Intellectualb. Emotional

18. Art Historya. Linksb. Multiculturalc. Americand. Western Civilization

Computers* Produce a simple computer generated piece of art* Apply knowledge of art

Photography* Learn basic parts of the camera and how each control affects the appearance of the

photograph169

* Reach an understanding of the film development processing and presentation* Produce prints using elements and principles of design

Visual Arts II(Grades 9-12)

Art II and subsequent advanced art classes build on the student’s technical skills and foundation of knowledge developed in Art I. The study of the elements of art and principles of design, color theory, vocabulary, and art history continues in these classes in a less teacher-directed situation. Various art processes, procedures, and theories are presented in a problem-solving manner which allows independent choices and personal solutions to problems. The approach to art experience is less experimental and based more on informed choices. Student research of art and artists is a major source for gaining knowledge and understanding of past and present forms. A greater flexible and fluent use of the elements of art and principles of design, color, theory, and vocabulary is stressed in Art II and subsequent advanced art classes.


1) lecture2) demonstration3) imitation4) drawing: gesture, blind, contour, life

drawing, optical and linear perspective, conceptual, perceptual

5) painting: color theory, brush/application techniques

6) printmaking: collograph, linoleum,

16) 2-D and 3-D materials: sculpting, painting, drawing, printmaking, ceramics

17) prints18) slides19) text20) video21) manual/power tools22) library

1) product evaluations2) written evaluations3) verbal evaluations/critiques4) demonstrations5) portfolios6) observations7) rubrics8) peer reviews9) papers

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9th – 12th Visual Arts

wood, monoprinting, etching/engraving

7) sculpture: subtractive, additive, modeling

8) ceramics: clay handling, pot techniques

9) art history10) group work11) production12) peer13) revue14) visualization15) writing16) brainstorming17) reflection18) research19) artist’s work20) political/social projects21) sketchbook work/ preliminary

drawing22) viewing23) classification activities24) comparative analysis25) job shadowing26) development of list of career options

23) nature24) museums/galleries25) community resources26) guest artists27) computer technology28) color wheel29) artist in residence30) field trips31) original art32) interdisciplinary units33) mass media

10) essays11) participation12) discussion13) visual inspections14) production display15) anecdotal records based on in-class

observation


Appendix AGLOSSARY

Visual Arts Standard Course of Study

Acrylic Paint: A fast-drying synthetic paint made from acrylic resin.171

Aesthetics: The study or theory of the beautiful, in taste or art.

Analogous Colors: Colors that are closely related to each other because a common color can be found; for example: blue, blue-violet, violet colors.

Analysis: Identifying and examining separate parts as they function independently and together in creative works and study of visual arts.

Asymmetrical: A type of balance where elements are arranged differently on each side of an imaginary midline.

Background: The area that appears to be farthest away or behind the other objects.

Balance: Parts of a picture arranged symmetrically or asymmetrically so that areas seem to have equal visual weight.

Ceramics: Functional and decorative objects made from clay.

Clay: A pliable natural earth.

Collograph: A printing block made from objects and textures glued to a surface.

Color: An element of art defined as the effect of light reflecting from an object onto the eye.

Composition: Organization of elements in space.

Concept: An abstract general notion; an idea.

Content: In visual arts, the meaning of an image, beyond its overt subject matter, including the emotional, intellectual, symbolic, thematic, and narrative connotations.

Context: A set of interrelated conditions (such as social, economic, political) in visual arts that influence and give meaning to the development and reception of thoughts, ideas, or concepts, and that define specific cultures and eras.

Creative Thinking: Able to see and make things in a new or different way.

Critical Thinking: Shows or requires careful analysis before judgment.

Criticism: The art, process, or principles used to analyze and judge literary or artistic works.

Design: To create a work of art by combining elements of art into a planned whole.

Elements of Art: Those components that make up a composition: line, value, space, texture, shape/form and color.

Experimentation: To search out by trial.

Expression: In visual arts, a process of conveying ideas, feelings, and meanings, through selective use of communicative possibilities.

172

Felting: The process of making non-woven fabric from fibers through the application of heat, moisture and pressure.

Foreground: The area that appears to be nearest and in front of the other objects.

Geometric: Shapes that are made using specific mathematical formulas and are named such as circle, hexagon, etc.

Image: A physical likeness or representation of a person, animal, or thing, photographed, painted, or sculptured; a thought from the imagination made visible.

Imagery: Mental images.

Imagination: The process of creating a mental picture of something that is unlike things one has seen.

Incising: Scratching lines into a surface.

Intensity: Refers to the brightness or dullness of a color; amount of saturation.

Intuitive: Perceived immediately by the mind, instinctive knowledge or feeling.

Line: The path of a moving point that is made by a tool, instrument, or medium as it moves across an area.

Loom: A device used for weaving.

Medium/Media: Materials used to create an image.

Middle Ground: The area that appears between the foreground and background.

Monoprint: One print, that can not be duplicated, made by pressing paper onto an inked or painted surface.

Movement: In visual arts, the direction or flow in artwork.

Organic: Any living or natural shape that is not geometric.

Paper-mache: Paper pulp mixed with wheat paste and molded into three-dimensional forms.

Paper Making: The process of creating paper using water, fibers, or recycled papers.

Pattern: A principle of design where an element or combination of elements are repeated in a planned way.

Perception: Visual and sensory awareness, discrimination, and integration of impressions, conditions, and relationships with regard to objects, images and feelings.

Perceptual Awareness: Knowing, discerning as a result of perceiving or insight, intuition.173

Photography: The art or process of producing images by the action of light on surfaces sensitized by chemical processes.

Pin Hole Camera: A camera, usually handmade, that uses a pin hole aperture in place of a lens.

Portrait: Artwork that shows the face or figure of a person.

Primary Colors: The basic colors that can't be reduced into component colors and can be used to mix all other colors.

Principles of Design: The way the elements of art such as balance, movement, pattern/repetition, unity/variety and emphasis are used to create a composition.

Printing Ink: Ink used specifically for printing.

Printmaking: The art of using a printing plate or stamp to create one or a series of multiple originals called prints.

Process(es): Progressive course(s), a series of changes, a method of creating.

Quilting: The process of making art using two or more layers of fabric that are then stitched in a pattern through all the layers.

Repetition: A principle of design, where an element is used more than once.

Score: In paper sculpture, to crease using a semi-sharp object for easy folding; in clay, to slash or cut before joining pieces.

Sculpture: Carved, cut, hewn, cast, molded, welded or assembled into three dimensional representations, forms, or figures.

Secondary Colors: Colors made by mixing two primary colors. When red, yellow and blue are used as primary colors, the secondary colors are orange, green and violet.

Shade: A dark color achieved by changing the value of a color by adding black.

Space: An element of art that is the area in and around objects in a composition.

Still Life: An arrangement of inanimate objects.

Stitchery: Artwork made by using a needle and thread or yarn to create a design.

Style: An artist's special way of creating art; the style of an artwork helps determine how it is different from other artworks.

Symbol: An image, sign, or element, such as color, that is understood, by convention or context, to suggest some other meaning.

174

Symmetrical/Symmetry: A type of balance in which elements are arranged the same on each side of an imaginary line.

Technique: A special way to create artwork, often by following a step-by-step procedure.

Technology: Electronic media (such as video, computers, compact discs, lasers, audio tape, satellite equipment) used as tools to create, learn, explain, document, analyze, or present artistic work or information.

Texture: An element of art that is the way an object feels or looks like it feels.

Tint: A light color achieved by changing the value of a color by adding white.

Tone: A color mixed with black and white, a grayed color.

Unity: A principle of design which is the quality of having all parts look as if they belong together; achieved by proximity or repetition.

Value: An element of art that describes the relative lightness or darkness of a color.

Variety: Differences achieved by changing elements in a composition to add interest.

Weaving: A process and product created by interlacing strands of material.

Appendix B

Montana Arts Resources Montana Historical Society

www.his.state.mt.us

CM Russell Museum www.cmrussell.org

Montana Arts Council www.art.state.mt.us (see folklife)

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http://www.art.state.mt.us/

http://www.cmrussell.org/

http://www.his.state.mt.us/

Art Museum of Missoula www.artmissoula.com

Artist Research Website www.artcyclopedia.com/artists

Education World www.educationworld.com

Montana Office of Public Instruction www.opi.state.mt.us/IndianEd/iresources.html

Yellowstone Art Museum www.yellowstone.artmuseum.org

Appendix C

Title I American Education Resources

General Interest

Health Issues

Books and Resources for the Classroom

Curriculum Sites

Multicultural Education Sites

Indian Education OrganizationsMontana's Tribally Controlled Community Colleges

Blackfeet Community College - Located on the Blackfeet Reservation in Browning, MT.Chief Dull Knife College - Located on the Northern Cheyenne Reservation in Lame Deer, MT.Fort Belknap College - Located on the Fort Belknap Reservation in Fort Belknap, MT.Fort Peck Community College - Located on the Fort Peck Reservation in Poplar, MT. Little Big Horn College - Located on the Crow Reservation in Crow Agency, MT.Salish Kootenai College - Located on the Flathead Reservation in Polson, MT.Stone Child College - Located on the Rocky Boy Reservation in Rocky Boy, MT.

General Interest

A Confluence of Cultures: Native Americans and the Expedition of Lewis and Clark, a conference held May 2003 to examine new perspectives about Lewis Clark's

176

http://www.montana.edu/wwwscc/

http://www.SKC.edu/

http://main.lbhc.cc.mt.us/

http://www.fpcc.edu/

http://www.fbcc.edu/

http://www.cdkc.edu/

http://www.bfcc.org/

http://www.opi.state.mt.us/IndianEd/iresources.html#EdOrg%23EdOrg

http://www.opi.state.mt.us/IndianEd/iresources.html#multi%23multi

http://www.opi.state.mt.us/IndianEd/iresources.html#multi%23multi

http://www.opi.state.mt.us/IndianEd/iresources.html#curric%23curric

http://www.opi.state.mt.us/IndianEd/iresources.html#books%23books

http://www.opi.state.mt.us/IndianEd/iresources.html#books%23books

http://www.opi.state.mt.us/IndianEd/iresources.html#health%23health

http://www.opi.state.mt.us/IndianEd/iresources.html#general%23general

http://www.opi.state.mt.us/TitleI/Amindian.html

http://www.opi.state.mt.us/TitleI/Amindian.html

http://www.yellowstone.artmuseum.org/

http://www.opi.state.mt.us/IndianEd/iresources.html

http://www.educationworld.com/

http://www.artcyclopedia.com/artists

http://www.artmissoula.com/

journey through Indian Country. On many occasions, Lewis and Clark's survival and success depended on Indian people and the cultural lessons shared. For more information: http://www2.umt.edu/cultures/default.htm

Northwest Regional Educational Laboratory's Comprehensive Center Region X http://www.nwrac.org/links/indian.html Many resources and publications.

Montana-Wyoming Tribal Leaders Council http://tlc.wtp.net/ Provides links to all Montana Tribal Government webpages as well as Montana news pertinent to Montana Indian tribes.

Native Education Directory -The Native Education Directory includes organizations, governmental agencies, and schools that are involved in the education of Native students and serve a statewide, multistate, or national audience.

NWREL's Indian Education Resources - Links to Title IX resources and various Indian education sites.

Early American History - Written accounts from the 1700s and 1800shttp://www.1st-hand-history.org/ Have a look at what really happened in the early days of America. This is probably not the same history that you learned in school. What you will see here is unvarnished and raw, directly from the 1700s and 1800s. It is real people talking with and about each other, expressing their thoughts, feelings, and ambitions. Here is the real pioneer spirit at its best and worst.

The Six Nations: Oldest Living Participatory Democracy on Earth http://www.ratical.org/many_worlds/6Nations/ This site includes info on the historical connections between the Iroquois Confederation and the American revolution, the U.S. system of government, and the emergence of feminist thought. One of the sources included on the website is an excellent book by Bruce E. Johansen: Forgotten Founders: Benjamin Franklin, the Iroquois and the Rationale for the American Revolution (1982).

Indianz.comhttp://www.indianz.com A site that gathers all of the daily news concerning American Indian issues from across the United States. A must-see site if you are interested in keeping up with current issues. Has a special section for news and other sites about Indian education (Indian U).

NativeWeb Educational resources http://www.nativeweb.org/resources/education/

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http://www.nativeweb.org/resources/education/

http://www.indianz.com/

http://www.ratical.org/many_worlds/6Nations/

http://www.1st-hand-history.org/

http://www.nwrac.org/links/indian.html

http://www.ael.org/eric/ned.htm

http://tlc.wtp.net/


http://www2.umt.edu/cultures/default.htm

Resources for Indigenous people. Includes nine educational categories.

Index of Native American Indigenous Knowledge Resources on the Internet http://www.hanksville.org/NAresources/indices/NAknowledge.html Includes sites for life sciences, astronomy, math and the physical sciences.

Indian Education Organizations

California Department of Education Indian Education Resources - Designed to assist educators in identifying the needs of American Indian students and providing them with high-quality educational opportunities, especially in schoolwide programs.

Office of Indian Education http://www.ed.gov/about/offices/list/ous/oie/index.htmlU.S. Department of Education's link to the Office of Indian Education. Information about technical assistance and Title IX Indian Education. Can find information aboaut technical assistance and Title IX Indian Education.

American Indian Science and Engineering Society (AISES) http://www.aises.org/ The American Indian Science & Engineering Society (AISES) is a national, nonprofit organization which nurtures building of community by bridging science and technology with traditional Native values. AISES' ultimate goal is to be a catalyst for the advancement of American Indians and Native Alaskans as they seek to become self-reliant and self-determined members of society.

American Indian College Fund http://www.collegefund.org/ Contains links to Montana's Tribal Colleges. "Educating the Mind and Spirit."

ERIC Native Education Directoryhttp://www.ael.org/eric/ned.htm Organizations and Resources for Educators of Native Americans listed in five sections which include International, National, and Multistate Nongovernmental Organizations and Federal Programs.

Indian Education, Tribal Colleges and Native Studies Programshttp://www.nativeculture.com/lisamitten/education.html Includes listings of over 100 Indian education resource sites, plus listings of Indian education organizations, Indian student organizations, K-12 schools and programs.

Native American Rights Fund http:// www.narf.org The Native American Rights Fund (NARF) is a non-profit organization that provides legal representation and technical assistance to Indian tribes, organizations and individuals

178

http://www.narf.org/


http://www.nativeculture.com/lisamitten/education.html


http://www.collegefund.org/


http://www.aises.org/


http://www.ed.gov/about/offices/list/ous/oie/index.html


http://www.cde.ca.gov/iasa/indian.html

http://www.hanksville.org/NAresources/indices/NAknowledge.html

http://www.opi.state.mt.us/IndianEd/iresources.html#TOP%23TOP%00

nationwide. Education is included in their work.

Native American Journalist Association http://www.naja.com/ Links to many of the publications concerning American Indian issues.

American Indian Resource Opportunities - AIROhttp://www.montana.edu/~wwwai/ American Indian Research Opportunities (AIRO) is a consortium of Montana's seven Tribal Colleges dedicated to providing opportunities for American Indian students in career fields where they are significantly underrepresented.

National Indian Education Associationhttp://www.niea.org / The mission of the National Indian Education Association is to support traditional Native cultures and values, to enable Native learners to become contributing members of their communities, to promote Native control of educational institutions, and to improve educational opportunities and resources for American Indians, Alaska Natives and Native Hawaiians throughout the United States.

Montana Advisory Council for Indian Educationhttp://www.bpe.state.mt.us/macie.htm In 1984 the Board of Public Education established the Montana Advisory Council for Indian Education (MACIE) to advise the Board and the Superintendent of Public Instruction on matters related to Indian education. MACIE Constitution.

Montana Indian School Board Caucushttp://www.mtsba.org/html/isbc.html

Books and resources for the classroom:

Lone Eagle Consulting - Website created by Frank Odasz. Lots of links and resources dealing with Indian education and technology.

Oyatehttp://www.oyate.org Oyate's web page includes evaluation of texts for anti-Indian biases and offers recommendations resource materials and fiction by and about Native peoples. One of the best sites to discover recommended texts to use in the classroom.

Indian Country Today http://www.indiancountry.com Leading weekly newspaper about issues in Indian Country.

Useful Links for Tribal Librarians, by Elaine Cubbins http://www.u.arizona.edu/~ecubbins/useful.html Includes funding sources for tribal libraries, training and tools, archives and bibliographies, and more. Elaine also maintains "Techniques for Evaluating Native American Web Sites"

179

http://www.u.arizona.edu/~ecubbins/useful.html

http://www.indiancountry.com/


http://www.oyate.org/

http://lone-eagles.com/

http://www.mtsba.org/html/isbc.html

http://www.opi.state.mt.us/pdf/indianed/constitution02.pdf

http://www.bpe.state.mt.us/macie.htm

http://www.niea.org/


http://www.montana.edu/~wwwai/

http://www.naja.com/


Evaluation Guidelines for Web Sites about American Indian Peoples

http://www.u.arizona.edu/~ecubbins/webcrit.html Maintained by Elaine Cubbins, these important guidelines address important issues such as authenticity, appropriateness, respect and assessing quality. Required reading for anyone planning a Native American web site, or any web site!

Journal of American Indian Education http://jaie.asu.edu/ The Journal of American Indian Education is a peer reviewed scholarly journal,which publishes papers specifically related to the education of American Indians and Alaska Natives. Many online articles.

Curriculum Sites: The Cradleboard Projecthttp://www.cradleboard.org Presenting a very important vision for Native American education, this is a project to watch closely. Math and Science emphasis, resource CD-ROMs have been created. This project was created by Buffy St. Marie the Cree singer. A great site to explore.

Native Child Pre-3 Curriculum http:// www.nativechild.com Curriculum Material for Preschools With a Focus on Native American Tribes Resources for the Classroom PreK-3 Designed for three-to five year old children in Native American Head Start Centers and Preschools, NativeChild's goal is to affirm the Indian child's culture and identity in a positive way through a curriculum that builds self confidence and a sense of belonging. The resources are also developed to help non- native childhood professionals promote multicultural understanding of Native Americans for both teachers and children.

Alaskan Native Knowledge Network http://www.ankn.uaf.edu A major project supported by the National Science Foundation and the Annenberg Rural Challenge to collect and disseminate indigenous curriculum. Combining the Native way of knowing with scientific method.

25 Great Research Questions and Resources for Native American Kids http://www.nueva.pvt.k12.ca.us/~debbie/library/cur/wk97.html A nice example of combining relevant issues to Native American youth with Internet research.

Multicultural Education Sites: Multicultural Pavilion http://www.edchange.org/multicultural/ Perhaps the best listing of multicultural resources out there.

"Echoes in the Electronic Wind: A Native American Cross-cultural Internet Guide"Frank Odasz has compiled many multicultural websites. His book, above, is available for free on-line at http://lone-eagles.com/nativeguide.htm

180

http://lone-eagles.com/nativeguide.htm

http://www.edchange.org/multicultural/

http://www.nueva.pvt.k12.ca.us/~debbie/library/cur/wk97.html

http://www.ankn.uaf.edu/

http://www.nativechild.com/

http://www.cradleboard.org/

http://jaie.asu.edu/

http://www.u.arizona.edu/~ecubbins/webcrit.html



USC Center for Multilingual, Multicultural Research - This site contains links to American Indian language sites and contains full text articles on various topics in Indian education.

Educational Resources from NativeWeb - Lots of links to American Indian educational resources.

The Native Education Directory includes organizations, governmental agencies, and schools that are involved in the education of Native students and serve a statewide, multistate, or national audience.

NWREL's Indian Education Resources - Links to Title IX resources and various Indian education sites.

Early American History - Written accounts from the 1700s and 1800shttp://www.1st-hand-history.org/ Have a look at what really happened in the early days of America. This is probably not the same history that you learned in school. What you will see here is unvarnished and raw, directly from the 1700s and 1800s. It is real people talking with and about each other, expressing their thoughts, feelings, and ambitions. Here is the real pioneer spirit at its best and worst.

The Six Nations: Oldest Living Participatory Democracy on Earth http://www.ratical.org/many_worlds/6Nations/ This site includes info on the historical connections between the Iroquois Confederation and the American revolution, the U.S. system of government, and the emergence of feminist thought. One of the sources included on the website is an excellent book by Bruce E. Johansen: Forgotten Founders: Benjamin Franklin, the Iroquois and the Rationale for the American Revolution (1982).

Indianz.comhttp://www.indianz.com A site that gathers all of the daily news concerning American Indian issues from across the United States. A must-see site if you are interested in keeping up with current issues. Has a special section for news and other sites about Indian education (Indian U).

NativeWeb Educational resources http://www.nativeweb.org/resources/education/

Resources for Indigenous people. Includes nine educational categories.

Index of Native American Indigenous Knowledge Resources on the Internet http://www.hanksville.org/NAresources/indices/NAknowledge.html Includes sites for life sciences, astronomy, math and the physical sciences.

Indian Education Organizations

California Department of Education Indian Education Resources - Designed to assist educators in identifying the needs of American Indian students and providing them with high-quality educational opportunities, especially in schoolwide programs.

181

http://www.cde.ca.gov/iasa/indian.html

http://www.hanksville.org/NAresources/indices/NAknowledge.html


http://www.indianz.com/

http://www.ratical.org/many_worlds/6Nations/

http://www.1st-hand-history.org/



http://www-rcf.usc.edu/~cmmr/Native_American.html#fulltext


Office of Indian Education http://www.ed.gov/about/offices/list/ous/oie/index.htmlU.S. Department of Education's link to the Office of Indian Education. Information about technical assistance and Title IX Indian Education. Can find information aboaut technical assistance and Title IX Indian Education.

American Indian Science and Engineering Society (AISES) http://www.aises.org/ The American Indian Science & Engineering Society (AISES) is a national, nonprofit organization which nurtures building of community by bridging science and technology with traditional Native values. AISES' ultimate goal is to be a catalyst for the advancement of American Indians and Native Alaskans as they seek to become self-reliant and self-determined members of society.

American Indian College Fund http://www.collegefund.org/ Contains links to Montana's Tribal Colleges. "Educating the Mind and Spirit."

ERIC Native Education Directoryhttp://www.ael.org/eric/ned.htm Organizations and Resources for Educators of Native Americans listed in five sections which include International, National, and Multistate Nongovernmental Organizations and Federal Programs.

Indian Education, Tribal Colleges and Native Studies Programshttp://www.nativeculture.com/lisamitten/education.html Includes listings of over 100 Indian education resource sites, plus listings of Indian education organizations, Indian student organizations, K-12 schools and programs.

Native American Rights Fund http:// www.narf.org The Native American Rights Fund (NARF) is a non-profit organization that provides legal representation and technical assistance to Indian tribes, organizations and individuals nationwide. Education is included in their work.

Native American Journalist Association http://www.naja.com/ Links to many of the publications concerning American Indian issues.

American Indian Resource Opportunities - AIROhttp://www.montana.edu/~wwwai/ American Indian Research Opportunities (AIRO) is a consortium of Montana's seven Tribal Colleges dedicated to providing opportunities for American Indian students in career fields where they are significantly underrepresented.

National Indian Education Associationhttp://www.niea.org / The mission of the National Indian Education Association is to support traditional Native cultures and values, to enable Native learners to become contributing members of their communities, to promote Native control of educational institutions, and to improve educational opportunities and resources for American Indians, Alaska Natives and Native Hawaiians throughout the United States.

182



http://www.montana.edu/~wwwai/





http://www.nativeculture.com/lisamitten/education.html








Montana Advisory Council for Indian Educationhttp://www.bpe.state.mt.us/macie.htm In 1984 the Board of Public Education established the Montana Advisory Council for Indian Education (MACIE) to advise the Board and the Superintendent of Public Instruction on matters related to Indian education. MACIE Constitution.

Montana Indian School Board Caucushttp://www.mtsba.org/html/isbc.html

Books and resources for the classroom:

Lone Eagle Consulting - Website created by Frank Odasz. Lots of links and resources dealing with Indian education and technology.

Oyatehttp://www.oyate.org Oyate's web page includes evaluation of texts for anti-Indian biases and offers recommendations resource materials and fiction by and about Native peoples. One of the best sites to discover recommended texts to use in the classroom.

Indian Country Today http://www.indiancountry.com Leading weekly newspaper about issues in Indian Country.

Useful Links for Tribal Librarians, by Elaine Cubbins http://www.u.arizona.edu/~ecubbins/useful.html Includes funding sources for tribal libraries, training and tools, archives and bibliographies, and more. Elaine also maintains "Techniques for Evaluating Native American Web Sites"

Evaluation Guidelines for Web Sites about American Indian Peoples http://www.u.arizona.edu/~ecubbins/webcrit.html Maintained by Elaine Cubbins, these important guidelines address important issues such as authenticity, appropriateness, respect and assessing quality. Required reading for anyone planning a Native American web site, or any web site!

Journal of American Indian Education http://jaie.asu.edu/ The Journal of American Indian Education is a peer reviewed scholarly journal,which publishes papers specifically related to the education of American Indians and Alaska Natives. Many online articles.

Curriculum Sites: The Cradleboard Projecthttp://www.cradleboard.org Presenting a very important vision for Native American education, this is a project to watch closely. Math and Science emphasis, resource CD-ROMs have been created. This project was created by Buffy St. Marie the Cree singer. A great site to explore.

Native Child Pre-3 Curriculum http:// www.nativechild.com Curriculum Material for Preschools With a Focus on

183

http://www.nativechild.com/

http://www.cradleboard.org/

http://jaie.asu.edu/

http://www.u.arizona.edu/~ecubbins/webcrit.html

http://www.u.arizona.edu/~ecubbins/useful.html



http://www.oyate.org/

http://lone-eagles.com/

http://www.mtsba.org/html/isbc.html

http://www.opi.state.mt.us/pdf/indianed/constitution02.pdf

http://www.bpe.state.mt.us/macie.htm


Native American Tribes Resources for the Classroom PreK-3 Designed for three-to five year old children in Native American Head Start Centers and Preschools, NativeChild's goal is to affirm the Indian child's culture and identity in a positive way through a curriculum that builds self confidence and a sense of belonging. The resources are also developed to help non- native childhood professionals promote multicultural understanding of Native Americans for both teachers and children.

Alaskan Native Knowledge Network http://www.ankn.uaf.edu A major project supported by the National Science Foundation and the Annenberg Rural Challenge to collect and disseminate indigenous curriculum. Combining the Native way of knowing with scientific method.

25 Great Research Questions and Resources for Native American Kids http://www.nueva.pvt.k12.ca.us/~debbie/library/cur/wk97.html A nice example of combining relevant issues to Native American youth with Internet research.

Multicultural Education Sites: Multicultural Pavilion http://www.edchange.org/multicultural/ Perhaps the best listing of multicultural resources out there.

"Echoes in the Electronic Wind: A Native American Cross-cultural Internet Guide"Frank Odasz has compiled many multicultural websites. His book, above, is available for free on-line at http://lone-eagles.com/nativeguide.htm

USC Center for Multilingual, Multicultural Research - This site contains links to American Indian language sites and contains full text articles on various topics in Indian education.

Educational Resources from NativeWeb - Lots of links to American Indian educational resources.

184


http://www-rcf.usc.edu/~cmmr/Native_American.html#fulltext

http://lone-eagles.com/nativeguide.htm

http://www.edchange.org/multicultural/

http://www.nueva.pvt.k12.ca.us/~debbie/library/cur/wk97.html

http://www.ankn.uaf.edu/


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