Warren County Schools Music 7 th Grade. * College Readiness Standard 1

Transcription

1 Big Idea: Structure in the Arts - Music Week 1 Music Notation and Intro Grade 7 Enduring Knowledge Music AH-7-SA-U-1 that the elements of music, dance and drama are intentionally applied in creating and performing. AH-7-SA-U-3 that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-7-SA-U-4 that existing and emerging technologies can inspire new applications of structural components. Grade 7 Skills & Concepts Music AH-7-SA-S-Mu-1 Students will use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics). AH-7-SA-S-Mu2 Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others. AH-7-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects. AH-7-SA-S-Mu4 Students will recognize, describe, and compare various styles of music (gospel, AH Students will analyze the use of elements in a variety of music. DOK 3 Elements of music: Rhythm syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo Allegro, Moderato, Largo, Presto Melody melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony- triads (chords) Form AB, ABA, call and response Timbre (tone color) distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic I can analyze and understand elements of music in a variety of music. * Basic music notation *Written Activities * ActiveBoard * Music worksheets * College Readiness Standard 1

2 Big Idea: Structure in the Arts - Music Broadway musicals, blues,popular, marches, and ballads.) markings/symbols: pp, p, mp, mf, f, ff, <, > AH-7-SA-S-Mu5 Students will identify instruments according to classification (family, voices, folk, and orchestral instruments. AH Students will identify instruments according to classifications: Family brass, woodwind, string, percussion Voices soprano, alto, tenor, bass Folk instruments used in folk music Orchestral instruments used in contemporary orchestral settings. AH Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). I can identify various styles of music *Gospel *Broadway musicals Blues Jazz Etc *Written Activities *ActivBoard activities *Analyze/ listen * College Readiness Standard 2

3 Big Idea: Structure in the Arts Dance Grade 7 Enduring Grade 7 Skills & Knowledge Dance Concepts Dance AH-7-SA-U-1 AH-7-SA-S-Da1 Students will use that the elements of music, appropriate dance and drama are terminology to identify intentionally applied in and analyze the use of creating and performing. elements in a variety of dance (space, time, force) AH-7-SA-U-3 that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-7-SA-U-4 that existing and emerging technologies can inspire new applications of structural components. AH-7-SA-S-Da2 Students will observe, describe, and demonstrate choreographic forms in dance. AH-7-SA-S-Da3 Students will apply elements of dance and principles of movement (balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others. AH-7-SA-S-Da4 Students will identify and describe themes and style (including characteristics of styles) of dance. AH Students will identify or describe the use of elements in a variety of dances. DOK 2 Elements of dance: Space direction (forward, backward, right, left, up, down, diagonal) pathway (straight, curved) levels (high, middle, low), shape (individual or group Focus audience (where viewer s eye is drawn), dancer (single focus looking in the direction of movement, multi focus changing head/eye focus during movements) Size use of size in given space, or range of motion (Tempo) accent, rhythmic pattern, duration Force heavy/light, sharp/smooth, tension/relaxation, bound/flowing Choreographic Forms AB, ABA, call and response narrative. * College Readiness Standard 3

4 Big Idea: Structure in the Arts Dance AH Students will identify and/or describe dances by: identifying or describing theme (story), dance styles (ballet, jazz, tap, modern), characteristics of the style (tap feet as rhythmic instrument, ballroom partnering) and the use of the elements of dance. * College Readiness Standard 4

5 Big Idea: Structure in the Arts Drama/Theatre Grade 7 Enduring Knowledge Drama/Theatre AH-7-SA-U-1 that the elements of music, dance and drama are intentionally applied in creating and performing. AH-7-SA-U-3 that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-7-SA-U-4 that existing and emerging technologies can inspire new applications of structural components. Grade 7 Skills & Concepts Drama/Theatre AH-7-SA-S-DT1 Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works. AH-7-SA-S-DT2 Students will use the elements of drama in creating and performing dramatic works independently and with others. AH-7-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations. AH-7-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make- AH Students will analyze the use of drama in dramatic works. DOK 3 Elements of drama: Literary Elements Script, plot structures (exposition, rising action, climax or turning point, falling action, resolution), suspense, theme, setting, language (word choice/style used to create character, dialect, point of view), monologue, dialogue, empathy Technical elements Scenery (set) sound, lights, make-up, props, costumes, design Performance elements acting (character motivation and analysis) Speaking (breath control, projection, vocal expression, diction), nonverbal expression (gestures, body alignment, facial * College Readiness Standard 5

6 Big Idea: Structure in the Arts Drama/Theatre up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable characters. AH-7-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium AH-7-SA-S-DT6 Students will explore a variety of dramatic works (theatre and dramatic media film, television, electronic media) expression, character blocking and movement, stage directions stage left, stage right, center stage, upstage, downstage) AH Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood. AH Students will explain how performance elements (acting, speaking, movement) can create a believable character. AH Students will identify and describe the types of stages (arena, thrust, proscenium). * College Readiness Standard 6

7 Big Idea: Structure in the Arts Visual Arts Grade 7 Enduring Knowledge Visual Arts AH-7-SA-U-2 that the principles of design and the elements of visual art are intentionally applied in creating works of art. AH-7-SA-U-3 that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-7-SA-U-4 that existing and emerging technologies can inspire new applications of structural components. Grade 7 Skills & Concepts Visual Arts AH-7-SA-S-VA-1 Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks. AH-7-SA-S-VA2 Students will use the elements of art, principle of design, and a variety of processes in creating artworks. AH-7-SA-S-VA3 Students apply organizational structures and describe what makes them effective or not effective in communicating ideas. AH Students will describe works of art using elements of art and principles of design. DOK 2 Elements of art: Line, shape, color properties (hue, value, intensity) and color schemes/groups (monochromatic) firm, texture, space (positive/negative, perspective ( 1 point linear perspective), value (darkness or lightness, tints or shades) Principles of design Repetition, pattern, balance (symmetrical/asymmetric al), emphasis (focal point) contrast (black/white, rough/smooth) rhythm, proportion, movement. AH Students will identify a variety of art media and art processes. DOK 1 Media (plural)/medium (singular): (Properties of media need to be known in order to respond to artworks) * College Readiness Standard 7

8 Big Idea: Structure in the Arts Visual Arts AH-7-SA-S-VA4 Students will identify and analyze the of elements of art (line, shape, form, texture, primary and secondary colors, color schemes/groups) and principals of design (focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks. AH-7-SA-S-VA5 Students will identify a variety of subject matter in visual artworks (representational landscape, portrait, still life, nonrepresentational abstract, non-objective) Two-dimensional crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel Three-dimensional - Clay, papier-mache, found objects (assemblages) Art Processes: Two-dimensional drawing, painting, fiber art (fabric printing, stamping, tie-dye), printmaking Three-dimensional Ceramics, sculpture, fiber art (constructing with fiber, weaving, knitting, quilting) Subject matter representational (landscape, portrait, still life) nonrepresentational (abstract, nonobjective) * College Readiness Standard 8

9 Big Idea: Humanity in the Arts - Music Week 6 Periods Grade 7 Enduring Knowledge Music AH-7-HA-U-1 that the arts are powerful tools for understanding human experiences both past and present. AH-7-HA-U-2 that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-7-HA-U-3 that the arts play a major role in the creation and defining of cultures and building civilizations. Grade 7 Skills & Concepts Music AH-7-HA-S-Mu-1 Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods. AH-7-SA-S-Mu2 Students will listen to, perform, and classify music representing a variety of world cultures and historical periods. AH-7-SA-S-Mu3 Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture. AH-7-SA-S-Mu4 Students will examine music from various time periods and explain how time and place are reflected in the music. AH Students will analyze or explain how diverse cultures and time periods are reflected in music. DOK 3 Periods: Classical Greece Presents the universal ideal of beauty through logic, order, reason and moderation. Pythagorean music theory based on mathematical logic) Medieval Appeals to the emotions and stresses the importance of religion. (Gregorian chant) I can explain how diverse cultures influence American music *Ancient Greece *Medieval *Written Activities *ActivBoard Activities * College Readiness Standard 9

10 Big Idea: Humanity in the Arts - Dance Grade 7 Enduring Knowledge Music AH-7-HA-U-1 that the arts are powerful tools for understanding human experiences both past and present. AH-7-HA-U-2 that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. Grade 7 Skills & Concepts Dance AH-7-HA-S-Da-1 Students will describe and analyze distinguishing characteristics of dance representing a variety of world cultures (Latin America, Asia) and time periods. AH-7-SA-S-Da2 Students will observe, classify and perform, dance representing a variety of world cultures and historical periods. AH Students will analyze or explain how diverse cultures and time periods are reflected in dance. DOK 3 Periods: Medieval Appeals to the emotions and stresses the importance of religion (development and history of tarantella) AH-7-HA-U-3 that the arts play a major role in the creation and defining of cultures and building civilizations. AH-7-SA-S-Da3 Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture. AH-7-SA-S-Da4 Students will examine dance from various * College Readiness Standard 10

11 Big Idea: Humanity in the Arts - Dance time periods and explain how the influence of time and place are reflected in the dance. * College Readiness Standard 11

12 Big Idea: Humanity in the Arts Drama/Theatre Grade 7 Enduring Knowledge Drama/Theatre AH-7-HA-U-1 that the arts are powerful tools for understanding human experiences both past and present. AH-7-HA-U-2 that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-7-HA-U-3 that the arts play a major role in the creation and defining of cultures and building civilizations. Grade 7 Skills & Concepts Drama/Theatre AH-7-HA-S-DT1 Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures (Latin America, Asia) and time periods. AH-7-SA-S-DT2 Students will observe, classify and perform, dramatic works representing a variety of world cultures and historical periods. AH-7-SA-S-DT3 Students will examine dramatic works from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture. AH Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. DOK 3 Periods: Classical Greece and Rome - Presents the universal ideal of beauty through logic, order, reason and moderation. Development and characteristics of Ancient Greek theatre and the continuation of Greek stories and styles in the Roman theatre) Medieval Appeals to the emotions and stresses the importance of religion. (Morality plays characters are personification of good and evil in a struggle for man s soul. AH-7-SA-S-DT4 Students will examine dramatic works from * College Readiness Standard 12

13 Big Idea: Humanity in the Arts Drama/Theatre various time periods and explain how the influence of time and place are reflected in them. AH-7-SA-S-DT5 Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in dramas from different cultures or time periods. * College Readiness Standard 13

14 Big Ideas: Humanity in the Arts Visual Arts Grade 7 Enduring Knowledge Visual Arts AH-7-HA-U-1 that the arts are powerful tools for understanding human experiences both past and present. AH-7-HA-U-2 that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-7-HA-U-3 that the arts play a major role in the creation and defining of cultures and building civilizations. Grade 7 Skills & Concepts Visual Arts AH-7-HA-S-VA-1 Students will describe and analyze distinguishing characteristics of visual art representing a variety of world cultures (Latin America, Asia) and time periods. AH-7-SA-S-VA2 Students will observe, classify and create visual art according to styles and processes used in a variety of world cultures and historical periods. AH-7-SA-S-VA3 Students will examine visual artworks from various world cultures and explain how artwork reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture. AH-7-SA-S-VA4 Students will examine AH Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. DOK 3 Periods: Classical Greece Presents the universal ideal of beauty through logic, order, reason and moderation. Western civilization was heavily influenced by Classical Greece (architecture, sculpture, pottery) Ancient Rome - Continuation of Classical Greek traditions in the arts, advancement of architecture (Pantheon, Coliseum, arch, vault, dome) Ancient Egypt Monumental structures (pyramids, sphinx), visual arts reflect religion and belief in immortality. Medieval Appeals to emotions and stresses the importance of religion. * College Readiness Standard 14

15 Big Idea: Humanity in the Arts Visual Arts visual artworks from various time periods and explain how the influence of time and place are reflected in them. (Gothic and Romanesque architecture, basic characteristics and influence of Roman techniques) AH-7-SA-S-VA5 Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periods. * College Readiness Standard 15

16 Big Idea: Purpose for Creating the Arts Music Week 7 Purpose Of Music Grade 7 Enduring Knowledge Music AH-7-PCA-U-1 that the arts fulfill a variety of purposes in society (to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-7-PCA-U-2 that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. Grade 7 Skills & Concepts Music AH-7-PCA-S-Mu1 Students will compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression). AH-7-PCA-S-Mu2 Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes. AH Students will identify or explain how music fulfills a variety of purposes. DOK 3 Purposes of music: (different roles of music) Ceremonial music created or performed for rituals or celebrations (patriotic music, music for worship) Recreational music for entertainment (music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression music created with the intent to express or communicate one s emotions, feelings, ideas, experience (music created and performed in a concert setting for an audience) I can explain how music fulfills a variety of purposes. *Ceremonial *Celebrations *Recreational *Written Activities *ActivBoard Activities AH-7-PCA-U-3 that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. * College Readiness Standard 16

17 Big Idea: Purpose for Creating the Arts Dance Grade 7 Enduring Grade 7 Skills & Knowledge Dance Concepts Dance AH-7-PCA-U-1 AH-7-PCA-S-Da1 Students will compare that the arts fulfill a and explain purposes variety of purposes in for which music is society (to present issues created (ceremonial, and ideas, to entertain, to recreational, artistic teach or persuade, to expression). design, plan and beautify). AH-7-PCA-U-2 that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-7-PCA-U-3 that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-7-PCA-S-Da2 Students will create new, observe, choose and perform dance to fulfill a variety of specific purposes. AH Students will identify or explain how dance fulfills a variety of purposes. DOK 2 Purposes of dance: (different roles of dance) Ceremonial dances created or performed for rituals or celebrations (dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship) Recreational dancing for entertainment, to support recreational activities (ballroom, line dancing, aerobic dance, dance as a hobby) Artistic Expression dance created with the intent to express or communicate emotion, feelings, ideas, (ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience) * College Readiness Standard 17

18 Big Idea: Purpose for Creating the Arts Drama/Theatre Grade 7 Enduring Grade 7 Skills & Knowledge Concepts Drama/Theatre Drama/Theatre AH-7-PCA-U-1 AH-7-PCA-S-DT1 Students will compare that the arts fulfill a and explain purposes variety of purposes in for which society (to present issues drama/theatre is and ideas, to entertain, to created (sharing the teach or persuade, to human experience, design, plan and passing on tradition beautify). and culture, recreational, artistic expression) AH-7-PCA-U-2 that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-7-PCA-U-3 that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-7-PCA-S-DT2 Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes. AH Students will identify or explain how drama/theatre fulfills a variety of purposes. DOK 2 Purposes of Drama/Theatre: (different roles of dance) Sharing the human experience to express or communicate emotion, feelings, ideas, information through dramatic works (social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions) Passing on tradition and culture to express or communicate feelings, ideas, information (narrative, storytelling, folktales, religious ritual and ceremony) Recreational drama as recreation and for recreational events (entertainment, diversion, festivals) Artistic expression drama created with the intent to express or communicate emotion, feelings, ideas, information (dramatic works created and performed in a theatrical setting for an audience). * College Readiness Standard 18

19 Big Idea: Purpose for Creating the Arts Visual Arts Grade 7 Enduring Grade 7 Skills & Knowledge Visual Concepts Visual Arts Arts AH-7-PCA-U-1 AH-7-PCA-S-VA1 Students will compare that the arts fulfill a and explain purposes variety of purposes in for which visual art society (to present issues created (ceremonial, and ideas, to entertain, to artistic expression, teach or persuade, to narrative, functional, design, plan and persuasive). beautify). AH-7-PCA-U-2 that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-7-PCA-U-3 that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-7-PCA-S-VA2 Students will create, choose and experience artworks created to fulfill a variety of specific purposes. AH Students will identify or explain how art fulfills a variety of purposes. DOK 2 Purposes of Art: (different roles of art) Ceremonial ritual, celebration, artworks created to support worship ceremonies Artistic Expression artwork to express or communicate emotions, ideas, feelings (for selfexpression, to decorate or beautify objects) Narrative artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events Functional artistic objects used in everyday life Persuasive artworks that promote ideas, philosophies, or products (advertising, marketing, propaganda, ideology, etc.) * College Readiness Standard 19

20 Big Idea: Processes in the Arts Music Week 8 Make Music Grade 7 Enduring Knowledge Music AH-7-PA-U-1 that there are three distinct processes for involvement in the arts; creating new artworks, performing words previously created, and responding to artworks and performances. AH-7-PA-U-2 that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-7-PA-U-3 that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-7-PA-U-4 that existing and emerging technologies Grade 7 Skills & Concepts Music AH-7-PA-S-Mu1 Students will be actively involved in creating, notating, improvising, and performing music (similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others AH-7-PA-S-Mu2 Students will use knowledge of musical elements to create and perform music in an expressive manner AH-7-PA-S-Mu3 Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice) AH Students will create and notate in similar style answers to musical phrases. AH Students will improvise variations on given melodies. AH Students will compose and notate short pieces of music demonstrating unity/variety, tension/release and balance. AH Students will use a variety of sound sources to create and perform music. AH Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice). I can create, perform and improvise music All ActiveBoard Orff Instruments * College Readiness Standard 20

21 Big Idea: Processes in the Arts Music can extend the reach or AH-7-PA-S-Mu4 the art form to new Students will use audiences. knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others. AH-7-PA-S-Mu5 Students will identify and apply criteria for evaluating music (skill of performers, originality, emotional impact, variety, interest) AH-7-PA-S-Mu6 Students will demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way. * College Readiness Standard 21

22 Big Idea: Processes in the Arts Dance Grade 7 Enduring Grade 7 Skills & Knowledge Dance Concepts Dance AH-7-PA-U-1 AH-7-PA-S-Da1 Students will be that there are three actively involved distinct processes for (individually and in involvement in the arts; small groups) in creating new artworks, creating and performing words performing dance previously created, and (using the elements of responding to artworks dance: space, time and and performances. force) in a variety of compositional forms (AB, ABA, call and response, or narrative) AH-7-PA-U-2 that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-7-PA-U-3 that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-7-PA-U-4 that existing and AH-7-PA-S-Da2 Students will create an improvisational dance with complex movements (beginning, middle and end). AH-7-PA-S-Da3 Students will use knowledge of dance elements to create and perform dance in an expressive manner. AH-7-PA-S-Da4 Students will use knowledge of the elements of dance and dance terminology to describe and critique AH Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative AH Students will create an improvisational dance with complex movements (beginning, middle and end). * College Readiness Standard 22

23 Big Idea: Processes in the Arts Dance emerging technologies their own can extend the reach of performances and the art form to new audiences performances of others. AH-7-PA-S-Da5 Students will identify and apply criteria for evaluating dance (skill of performers, originality, emotional impact, variety, interest) AH-7-PA-S-Da6 Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way. * College Readiness Standard 23

24 Big Idea: Processes in the Arts Drama/Theatre Grade 7 Enduring Grade 7 Skills & Knowledge Concepts Drama/Theatre Drama/Theatre AH-7-PA-U-1 AH-7-PA-S-DT1 Students will be that there are three actively involved in distinct processes for creating, improvising, involvement in the arts; and performing creating new artworks, dramatic works alone performing words and with others, using previously created, and elements of drama responding to artworks (literary, technology, and performances. performance) AH-7-PA-U-2 that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-7-PA-U-3 that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-7-PA-U-4 that existing and AH-7-PA-S-DT2 Students will use knowledge of elements of drama to: create and perform dramatic works in an expressive manner describe and critique their own performances and the performances of others. AH-7-PA-S-DT3 Students will use a variety of resources (research, peers, technology) to: write, refine, and record AH Students will create and perform using elements of drama (literary, technical, performance) AH Students will improvise short dialogues and monologues. AH Students will engage in dramatic activities that reflect historical times and cultures. AH Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up) * College Readiness Standard 24

25 Big Idea: Processes in the Arts Drama/Theatre emerging technologies dialogue, can extend the reach of monologues, the art form to new and action audiences. explore jobs/carets and skills associated with dramatic arts (theatre, media) AH-7-PA-S-DT4 Students will identify and apply criteria for evaluating dramatic works (skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes). AH-7-PA-S-DT5 Students will demonstrate behavior appropriate for observing the particular content and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way. * College Readiness Standard 25

26 Big Idea: Processes in the Arts Visual Arts Grade 7 Enduring Grade 7 Skills & Knowledge Visual Concepts Visual Arts Arts AH-7-PA-U-1 AH-7-PA-S-VA1 Students will be that there are three actively involved in distinct processes for selecting media, involvement in the arts; techniques, and creating new artworks, processes for creating performing words artworks applying the previously created, and elements of art and responding to artworks principles of design. and performances. AH-7-PA-U-2 that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-7-PA-U-3 that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-7-PA-U-4 that existing and emerging technologies AH-7-PA-S-VA2 Students will use knowledge of elements and principles of art and art terminology to: create expressive artworks describe and critique their own work and the work of others. AH-7-PA-S-VA3 Students will identify and apply criteria for evaluating visual arts (skill or artist, originality, emotional impact, variety, interest) AH-7-PA-S-VA4 Students will demonstrate behavior appropriate for observing the AH Students will create art for a specific purpose using the elements of art and principles of design to communicate ideas. AH Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences. * College Readiness Standard 26

27 Big Idea: Processes in the Arts Visual Arts can extend the reach of particular context and the art form to new style of the artwork audiences. being viewed; discuss opinions with peers in a supportive and constructive way. AH-7-PA-S-VA-5 Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (personal experience, interest, medium used, effectiveness of message) * College Readiness Standard 27

28 Big Idea: Interrelationships Among the Arts Grade 7 Enduring Knowledge Arts AH-7-IAA-U-1 that the arts are basic forms of human communication. AH-7-IAA-U-2 that music, dance, drama, and visual art created in common cultures and/or common historical periods tend to reflect common attitudes, ideas, beliefs, and feelings. AH-7-IAA-U-3 that the arts provide forms of non-verbal communication that can strengthen the presentation of ideas and emotions. AH-7-IAA-U-4 that the modes of thinking and methods of the arts disciplines can be used to illuminate situations in other disciplines that require creative solutions. Grade 7 Skills & Concepts Arts AH-7-IAA-S-1 Students will recognize common terms and concepts used in various arts (tempo in dance and music) AH-7-IAA-S-2 Students will identify communication of common themes or ideas across different art forms. AH-7-IAA-S-3 Students will identify and explain connections between and among different art forms from the same culture or from the same time period. AH-7-IAA-S-4 Students will describe commonalities between the arts and other subjects taught in the school (observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and This content is not assessed at the state level, however, according to the National Standards for Arts Education, students should be able to relate various types of arts knowledge and skills within and across the arts disciplines. In Kentucky s Learning Goals, goal number 6 states: Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources. 6.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines * College Readiness Standard 28

29 Big Idea: Interrelationships Among the Arts math, dance and a healthy lifestyle, fractions in music notation and math) AH-7-IAA-S-5 Students will communicate common meaning through creating and performing in the four art forms. of 404 KAR 3:303. * College Readiness Standard 29