Breathitt County Schools Arts and Humanities

Transcription

1 Skills and Arts & Humanities 6/7/8th Grade Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes Students make sense of ideas and communicate ideas with the visual arts Students make sense of ideas and communicate ideas with music Students make sense of and communicate ideas with movement Students analyze their own and others' artistic products and performances using accepted standards. Big Idea: Structure in the Arts - Music Skills and I can use the elements of music to analyze, evaluate, and make judgments on music in various roles. I can understand music time and general notation. I can identify harmony, Knowledge - AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. AH-8-SA-U-3 responding to and Grade 8 Skills and - Music AH-8-SA-S-Mu1 use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) AH-8-SA-S-Mu2 use the elements of music while performing, singing, playing instruments, moving, listening, reading music, AH compare or evaluate the use of elements in a variety of music. DOK 3 Elements of music: Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) - use drumsticks and buckets to perform rhythms alone and in a group. ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. -Performance of demonstration 1

2 Skills and melody, form, timbre and dynamics in various music genres. critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 existing and emerging technologies can inspire new applications of structural components. writing music, and creating music independently and with others AH-8-SA-S-Mu3 listen to and explore how changing different elements results in different musical effects AH-8-SA-S-Mu4 recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads) AH-8-SA-S-Mu5 identify and describe instruments according to classifications (family, voices, folk and orchestral instruments) Tempo - Allegro, Moderato, Largo, Presto Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Form - AB, ABA, call and response Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, > - use Yamaha MIE Keyboards to perform basic melodies, and play notes notated on the Grand Staff. - listen to pop music, identifying and labeling form - use DSOkids.com to discover the timbres of different instruments - use shapes and levels to represent growing and shrinking dynamics of rhythm: written assessment of rhythm identification -Oral, written, and performance assessments on the Yamaha keyboards of execution of correct pitches -Aural and PRS (clicker) assessment, identifying instruments and families. AH 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 - label place respective aural instruments in their families. 2

3 Skills and orchestral settings AH identify or compare various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). - listen to new music every Friday, identifying different styles and elements -ORQ involving creation of instruments in prospective families Vocabulary: Resources: KET Tool kit, text, web based music sites. Elementary School Arts & Humanities 8th Grade Big Idea: Structure in the Arts - Dance Skills and I can explain the meaning of music and dance Knowledge - AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. Grade 8 Skills and - Dance AH-8-SA-S-Da1 use appropriate terminology to identify and analyze the use of elements in a variety of dance (space, time, force) AH-8-SA-S-Da2 AH compare or evaluate the use of elements in a variety of dances. DOK 3 Elements of dance: Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape - view KET Dance Toolkit, watching the different uses of elements of Dance. ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on 3

4 Skills and AH-8-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 existing and emerging technologies can inspire new applications of structural components observe, describe, and demonstrate choreographic forms in dance AH-8-SA-S-Da3 apply elements of dance and principles of movement (e.g., balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others AH-8-SA-S-Da4 identify and describe themes and styles (including characteristics of styles) of dance (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 Time (Tempo) - accent, rhythmic pattern, duration Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing Choreographic Forms -AB, ABA, call and response, narrative AH compare and contrast dances by: identifying or describing theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance. -Define each element of Dance, and give an example of how it is used. -Relate Dance Forms ABA, AB, and Call and Response to musical forms of the same name. -Viewing different genres of Dance, students will compare and contrast using proper vocabulary. features. Multiple Choice assessment, identifying and defining elements Daily Grades, Bell Ringers, Class Participation in Exploring Elements Visual assessment, labeling forms 4

5 Skills and Elementary School A&H 8th Grade Big Idea: Structure in the Arts Drama/Theatre Skills and I can explain why I study drama? How do I determine the quality of a performance, creation, collaboration process, and evaluation for drama products? I can evaluate the application of technical elements, literary elements, and performance elements as a means to learn about various art forms and cultural differences in drama as a means of communication. Knowledge - AH-8-SA-U-1 elements of music, dance, and drama are intentionally applied in creating and performing. AH-8-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 existing and emerging technologies can inspire new Grade 8 Skills and - Drama/Theatre AH-8-SA-S-DT1 use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works AH-8-SA-S-DT2 use the elements of drama in creating and performing dramatic works independently and with others AH-8-SA-S-DT3 observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations AH-8-SA-S-DT4 identify and describe how technical elements (staging, scenery, props, costumes, makeup, lighting, sound) and performance elements (acting, speaking, nonverbal expression) AH compare or evaluate the use of elements of drama in dramatic works. DOK 3 Elements of drama: Literary elements Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design Performance elements - Acting (e.g. character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary. View demonstrations along with critique of performances. Create a model stage for selected plays. Create diagrams showing stage directions, play the stage directions scramble ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. Practice using warm up exercise, statue game, isolation game 5

6 Skills and applications of structural components create mood and believable characters AH-8-SA-S-DT5 describe and compare types of stages (arena, thrust, proscenium) AH-8-SA-S-DT6 explore a variety of dramatic works (e.g., theater and dramatic media film, television, electronic media) gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage) AH describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood. AH explain how performance elements (e.g., acting, speaking, movement) can create a believable character View KET toolkit DVD, analyze the examples using proper vocabulary. AH identify and describe the types of stages (arena, thrust, proscenium). Elementary School A&H 5th Grade Big Idea: Structure in the Arts Visual Arts Skills and Why visual art? I can explain the Knowledge - Grade 8 Skills and - Visual Arts AH compare or evaluate Take notes, read text, summarize ORQ, multiple choice questions, 6

7 Skills and significance of the study of art history? I can determine how humans communicate in a effective manner? I can explain the evolution of visual representation. I can understand the assessment of visual arts product that I create and those of others. AH-8-SA-U-2 principles of design and the elements of visual art are intentionally applied in creating works of art. AH-8-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 existing and emerging technologies can inspire new applications of structural components AH-8-SA-S-VA1 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-8-SA-S-VA2 use the elements of art, principles of design and a variety of processes in creating artworks AH-8-SA-S-VA3 apply organizational structures and describe what makes them effective or not effective in communicating ideas AH-8-SA-S-VA4 identify and analyze the use of elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (e.g., focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks AH-8-SA-S-VA5 identify a variety of subject matter in visual artworks (representational e.g., landscape, portrait, still life, nonrepresentational e.g., abstract, non-objective) works of art using elements of art and principles of design. DOK 3 Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades) Principles of design: Repetition, Pattern, Balance (symmetrical/asymmetri cal), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement AH compare or evaluate a variety of art media and art processes. DOK 2 Media (plural)/medium (singular): (Properties of media need to be known written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary. Create-drawingslandscapes, cityscapes, one point perspective drawings, portraits, still life, create texture drawings, create value scales, create a color wheel, Create a representational image with the principles of art. exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. Critique art prints and other examples from the text. 7

8 Skills and I can create meaningful 2-d, 3-d works of art that express my ideas, thoughts feelings, and expressions. in order to respond to artworks) Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel Three-dimensional - clay, papier-mâché, found objects (assemblages) Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting) Create a 3-D artifact from art history, create a monster Create cardboard prints Create a paper weave-placement. Scoring Guide: Art work uses: Careful design Express ideas Uses creativity Has craftsmanship; Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, nonobjective) Vocabulary: Resources: Color, line, shape form, texture, space, value, harmony, variety, repetition, pattern, balance, emphasis, proportion, rhythm, and movement Text, Scholastic magazine, Glencoe website, promethean website, KET Arts Toolkit, KET Toolkit videaos 8

9 Skills and Elementary School Arts & Humanities 8th Grade Big Idea: Humanity in the Arts The arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place, and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings, and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts. Academic Expectations 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Big Idea: Humanity in the Arts - Music Skills and How and why is the music of the colonial America influenced by European influences? Knowledge AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of What Grade 8 Skills and - Music AH-8-HA-S-Mu1 describe and analyze distinguishing characteristics of music representing a variety of world cultures and time periods (Early American through Civil War) AH-8-HA-S-Mu2 listen to, perform, and classify music representing a variety of world cultures and historical periods AH analyze or explain how diverse cultures and time periods are reflected in music. DOK 3 Cultures/Period: Early American through Civil War European influence on American music (e.g., Baroque [Bach, Handel], Classical [Mozart, Beethoven] their influence on Early Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary. Read, take notes, listen to music from composers from each era. ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. PRS clicker assessment, Era dates and composers 9

10 Skills and How is a African influences significant in American culture? thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining of cultures and building civilizations. AH-8-HA-S-Mu3 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-8-HA-S-Mu4 examine music from various time periods and explain how the influence of time and place are reflected in the music (e.g., African influences in American music) American music) (e.g., European folk/early American folk, common musical instruments, etc.) African influence in American music resulting from the importation of slaves from West Africa African American work songs, gospel and spirituals, the use of elements of music to create new styles (e.g., call and response, polyrhythms, improvisation), the development of new American instruments such as the banjo -Identify modern influence of African culture and music -ORQ: African Influence is important to American music, why or why not? Vocabulary: Resources: Banjo, improvisation, syncopation KET Tool Kits, Glencoe online text resources, online images, teacher tube, you tube 10

11 Skills and Elementary School A&H 8th Grade Big Idea: Humanity in the Arts - Dance Skills and I can analyze and distinguish the characteristics of dance and the various forms/genres. Knowledge AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining of cultures and building civilizations. Grade 8 Skills and - Dance AH-8-HA-S-Da1 describe and analyze distinguishing characteristics of dance representing a variety of world cultures and time periods (Early American through Civil War) AH-8-HA-S-Da2 observe, classify, and perform dance representing a variety of world cultures and historical periods AH-8-HA-S-Da3 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 analyze or explain how diverse cultures and time periods are reflected in dance. DOK 3 Cultures/Period: Early American through Civil War -- Folk/social dances based on European traditions (e.g., traditional folk and social dances, jig, reel, square dance, waltz) African American dances in the United States through the Civil War (e.g., plantation dances, dances performed by slaves based on West African traditions) Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary. View and Evaluate social dances from early American Culture View and Evaluate African Dances from Early American culture ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. 11

12 Skills and AH-8-HA-S-Da4 examine dance from various time periods and explain how the influence of time and place are reflected in the dance Elementary School A&H 8th Grade Big Idea: Humanity in the Arts Drama/Theatre Skills and I can understand the dramatic works of various cultures-from early America, Revolutionary war. Knowledge AH-8-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. Grade 8 Skills and - Drama/Theatre AH-8-HA-S-DT1 describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures and time periods (Early American through Civil War) AH-8-HA-S-DT2 observe, classify, and perform dramatic works representing a variety of world cultures and historical periods AH-8-HA-S-DT3 examine dramatic works from various world cultures and explain how AH analyze or explain how diverse cultures and time periods are reflected in drama/theatre. DOK 3 Cultures/Period: Early American through Civil War Starting in the early 1700 s entertainers from England performed in large cities; during the Revolutionary War many colonies banned theatrical performances to Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary. Look at art prints, summarize art historical content ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. Critique art prints and other examples from the text-use the appropriate vocabulary in context. 12

13 Skills and AH-8-HA-U-3 arts play a major role in the creation and defining of cultures and building civilizations. dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture AH-8-HA-S-DT4 examine dramatic works from various time periods and explain how the influence of time and place are reflected in them AH-8-HA-S-DT5 use print and nonprint sources to explore, describe, and compare themes, characters, and situations in dramas from different cultures or time periods focus on the war; In the early 1800 s well known stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and characters (e.g., Uncle Tom s Cabin) Elementary School A&H 8th Grade Big Idea: Humanity in the Arts Visual Arts Skills and I can understand the visual art of the world and my country. Knowledge AH-8-HA-U-1 Grade 8 Skills and - Visual Arts AH-8-HA-S-VA1 describe and AH analyze or explain how diverse cultures and time periods are reflected in look at Early American art and videos. ORQ, multiple choice questions, exit tickets, summary, 13

14 Skills and I can identify the qualities of use industry standard vocabulary to describe, analyze, and formulate reasonable opinions and draw conclusions that are sound. I can identify significant artist from post civil war America. arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 arts play a major role in the creation and defining of cultures and building civilizations. analyze distinguishing characteristics of visual art representing a variety of world cultures and time periods (Early American through Civil War) AH-8-HA-S-VA2 observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical periods AH-8-HA-S-VA3 examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture AH-8-HA-S-VA4 examine visual artworks from various time periods and explain the influence of time and place are reflected in them (e.g., European Neo-classical influences on architecture) visual arts. DOK 3 Cultures/Period: Early American through Civil War - European Neo-classical influences (architecture) Painting inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe (Wildlife e.g., John James Audubon, Landscapes e.g., Thomas Cole, Native American subjects e.g., George Catlin) The development of photography as a new medium that impacted visual art (e.g., Mathew Brady) look at Early American artist, Eakins, Charles Wilson Peale, Stuart Gilbert. Video samples, prints, books will be used to learn about these artist. Look at various early visual photographersdevelop an understanding of the photography process, value scales, and development of film. notebooks, daily class participation grades, and projects with hands on features. AH-8-HA-S-VA5 use print and 14

15 Skills and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periods Big Idea: Purposes for Creating the Arts The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature, and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations, and commemorations. Additionally, they are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes Students make sense of ideas and communicate ideas with the visual arts Students make sense of ideas and communicate ideas with music Students make sense of and communicate ideas with movement Students create works of art and make presentations to convey a point of view Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Big Idea: Purposes for Creating the Arts - Music Skills and I can differentiate the various music styles and instrumentation. Knowledge AH-8-PCA-U-1 arts fulfill a variety of Grade 8 Skills and - Music AH-8-PCA-S-Mu1 compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression) AH compare or explain how music fulfills a variety of purposes. DOK 2 Purposes of music: Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and 15

16 Skills and I can determine the purposes of music as they exist in various cultures. purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-8-PCA-S-Mu2 create new, listen to, choose and perform music to fulfill a variety of specific purposes (different roles of music) Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship) Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression - music created with the intent to express or communicate one s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience) -Using modern Music, identify purpose for which that music was created, and reflect and compare to traditional songs (ballads, blues, etc.) projects with hands on features. -Aural identification of for what purpose music was created Vocabulary: Artistic Expression, Recreational, Ceremonial Resources: Text, flip charts, Wikipedia, KET toolkits 16

17 Skills and Elementary School A&H 8th Grade Big Idea: Purposes for Creating the Arts - Dance Skills and I can perform various forms of music concepts. Knowledge AH-8-PCA-U-1 arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 arts provide forms of nonverbal Grade 8 Skills and - Dance AH-8-PCA-S-Da1 compare and explain purposes for which dance is created (ceremonial, recreational, artistic expression) AH-8-PCA-S-Da2 create new, observe, choose and perform dance to fulfill a variety of specific purposes AH compare or explain how dance fulfills a variety of purposes. DOK 2 Purposes of dance: (different roles of dance) Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship) Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby) Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created Take notes, read text, summarize written passages, use KET toolkits to acquire new information, use charts to enhance vocabulary - choreograph and perform and Recreational dance - relate how different dance purposes relate to the same purpose for music ORQ, multiple choice questions, exit tickets, summary, notebooks, daily class participation grades, and projects with hands on features. -Visual evaluation of students understanding and performance of Recreational dance. 17

18 Skills and communication that can strengthen the presentation of ideas and emotions. and performed in a concert and/or theatrical setting for an audience) Elementary School A&H 8th Grade Big Idea: Purposes for Creating the Arts Drama/Theatre Skills and I can explain the evolution of drama and how it improvements occurred. Knowledge AH-8-PCA-U-1 arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, Grade 8 Skills and - Drama/Theatre AH-8-PCA-S-DT1 compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression) AH-8-PCA-S-DT2 create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes AH compare or explain how drama/theatre fulfills a variety of purposes. DOK 2 Purposes of Drama/Theatre: (different roles of drama) Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate Read excerpts from a collection of books on Greek culture in order to determine the parallels present in the current world stage. Exit ticket: select a parallel and note its use in your world at it is today. Note the basis and change if any. Why did the change occur? 18

19 Skills and whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. information, ideas and emotions) Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony) Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals) Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience) 19

20 Skills and Elementary School A&H 8th Grade Big Idea: Purposes for Creating the Arts Visual Arts Skills and I can formulate an opinion about purposes of artworks, their intent and expression. Knowledge AH-8-PCA-U-1 arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 arts provide forms of nonverbal Grade 8 Skills and - Visual Arts AH-8-PCA-S-VA1 compare and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional, persuasive) AH-8-PCA-S-VA2 create new, choose and experience artworks created to fulfill a variety of specific purposes AH compare or explain how art fulfills a variety of purposes. DOK 2 Purposes of Art: (different roles of art) Ceremonial - ritual, celebration, artworks created to support worship ceremonies Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects) Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events Functional - artistic objects used in everyday life Persuasive - artworks that create collage examples of each purpose of art. create a paper mural using narrative art. create advertisements for News Papers in Education contest sponsored by the Lexington Herald Leader. Performance assessment scoring guide will be used to score progress in terms of purpose, meaning, and expression. 20

21 Skills and communication that can strengthen the presentation of ideas and emotions. promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.) Vocabulary: Text, Glencoe online, flipcharts, online resources, KET Visual Arts Toolkit, Resources: Elementary School A&H 8th Grade Big Idea: Processes in the Arts There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings, or beliefs. The visual arts capture a moment in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes Students make sense of ideas and communicate ideas with the visual arts Students make sense of ideas and communicate ideas with music Students make sense of and communicate ideas with movement Students create works of art and make presentations to convey a point of view In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. Big Idea: Processes in the Arts - Music 21

22 Skills and Skills and I can improvise a melody of my choosing. I can compose and notate music. I can improvise a melody. Knowledge AH-8-PA-U-1 re are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are Grade 8 Skills and - Music AH-8-PA-S-Mu1 be actively involved in creating, notating, improvising, and performing music (e.g., similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others AH-8-PA-S-Mu2 use knowledge of musical elements to create and perform music in an expressive manner AH-8-PA-S-Mu3 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-8-PA-S-Mu4 use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others AH create and notate in similar style answers to musical phrases. AH improvise variations on given melodies. AH compose and notate short pieces of music demonstrating unity/variety, tension/release and balance. AH use a variety of sound sources to create and perform music. AH 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). - improvise melodies on the virtual keyboards, playing in specific keys or styles. - play a certain part within the group, resulting in ensemble participation. demonstrate skills that indicate proficiency. Music pieces will be analyzed for quality music elements. 22

23 Skills and personal attitudes and skills that enhance enjoyment of the observer. AH-8-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. AH-8-PA-S-Mu5 identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest) AH-8-PA-S-Mu6 demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way Vocabulary: Melody, harmony, timbre, time, bass, treble Resources: Text, KET tool kit, online resources. Elementary School A&H 8th Grade Big Idea: Processes in the Arts - Dance Skills and I can understand dance from Knowledge Grade 8 Skills and - Dance AH create an individual or a - create a Recreational Dance in demonstrate skills 23

24 Skills and various cultures. I can analyze the movements of dance and interpret their meaning. I can evaluate the skills of a dance(r) in terms of originality, emotional impact, variety. AH-8-PA-U-1 re are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 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-8-PA-S-Da1 be actively involved (individually and in small groups) in creating and performing dance (using the elements of dance: space, time and force) in a variety of compositional forms (AB, ABA, call and response, or narrative) AH-8-PA-S-Da2 create an improvisational dance with complex movements (beginning, middle and end) AH-8-PA-S-Da3 use knowledge of dance elements to create and perform dance in an expressive manner AH-8-PA-S-Da4 use knowledge of the elements of dance and dance terminology to describe and critique their own performances and the performances of others AH-8-PA-S-Da5 identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, 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 create an improvisational dance with complex movements (beginning, middle and end). the AB form. that indicate proficiency. Scoring Guide will be used to evaluate dance(r) in terms of: Dance pathway, energy, level, time, and impact. 24

25 Skills and AH-8-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. interest) AH-8-PA-S-Da6 demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way Elementary School A&H 8th Grade Big Idea: Processes in the Arts Drama/Theatre Skills and I can use the vocabulary and concepts taught in order to formulate and understand dramatic pieces from various sources. Knowledge AH-8-PA-U-1 re are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. Grade 8 Skills and - Drama/Theatre AH-8-PA-S-DT1 be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance) AH-8-PA-S-DT2 use knowledge of elements of drama to: create and perform dramatic works in an AH create and perform using elements of drama. (Literary, Technical, Performance) AH improvise short dialogues and monologues. AH engage in dramatic activities that reflect historical times and cultures. play the telephone game which will allow them to improvise dialogue and develop listening skills while acting. write a monologue for a character from the book Johnny Tremain. view the virtual tour of the theatre at Horse Cave, demonstrate skills that indicate proficiency. Performance assessment scoring guide as well as the KY CC Writing scoring 25

26 Skills and I can understand the collaboration process and point the work done by all skilled artisans in order to bring a production to the stage. AH-8-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 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-8-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. expressive manner describe and critique their own performances and the performances of others AH-8-PA-S-DT3 use a variety of resources (e.g., research, peers, technology) to: write, refine, and record dialogue, monologues, and action explore jobs/careers and skills associated with dramatic arts (theater, media) AH-8-PA-S-DT4 identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes) AH-8-PA-S-DT5 demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way AH identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up) KY and note the various jobs associated with theatre. guide will be used to evaluate student progress. 26

27 Skills and Elementary School A&H 8th Grade Big Idea: Processes in the Arts Visual Arts Skills and I understand the Arts are vital in the collaboration on drama production. Knowledge AH-8-PA-U-1 re are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 openness, respect for work, and an Grade 8 Skills and - Visual Arts AH-8-PA-S-VA1 be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design AH-8-PA-S-VA2 use knowledge of the elements and principles of art and art terminology to: create expressive artworks describe and critique their own work and the work of others AH-8-PA-S-VA3 identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, variety, interest) AH-8-PA-S-VA4 demonstrate AH create art for specific purposes using the elements of art and principles of design to communicate ideas. AH use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences. create line drawings that communicate various ideas, thought, emotions, and ideas. Performance scoring guide will be used to evaluate progress. 27

28 Skills and 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-8-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way AH-8-PA-S-VA5 describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message) Vocabulary: Resources: Elementary School A&H 8th Grade Big Idea: Interrelationships Among the Arts The arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of the arts as a mirror of human kind. 28

29 Skills and Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes Students make sense of ideas and communicate ideas with the visual arts Students make sense of ideas and communicate ideas with music Students make sense of and communicate ideas with movement Students create works of art and make presentations to convey a point of view In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Big Idea: Interrelationships Among the Arts Skills and I can develop a plan to bring nonverbal expression, body alignment, vocalization in to characterization for the betterment of a production. Knowledge AH-8-IAA-U-1 arts are basic forms of human communication. AH-8-IAA-U-2 music, dance, drama, and visual art created in common cultures and/or common historical periods tend to reflect common attitudes, ideas, beliefs, and feelings. Grade 8 Skills and - Arts AH-8-IAA-S-1 recognize common terms and concepts used in various arts (e.g., tempo in dance and music) AH-8-IAA-S-2 identify communication of common themes or ideas across different art forms AH-8-IAA-S-3 identify and explain connections between and among different art forms from the same culture or from the same time period 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 journal and keep a sketch book of ideas, thoughts, reflections and drawings. Oral critiques of student works will be used to evaluate the quality of peers work. 29