A. CREATIVE EXPRESSION. Students will create and/or perform to express ideas and feelings. Students communicate through their works, revise and problem-solve, use a variety of processes, and integrate their works with other disciplines.
Each art form has specific vocabulary, elements, principles, and structures that allow for communication of ideas, feelings, and moods.
Problem-solving skills, reflection, self-evaluation, revising, and refinement are part of the process used in the creation and development of art works.
The development and creation of work in the arts use a variety of approaches, styles, media, and performance modes, including electronic technology.
Students will understand that the roles, skills, relationships, and differences among the arts are transferable from one arts discipline to another as well as to other disciplines.
Students will create and/or perform to express ideas and feelings. Students will be able to:
ELEMENTARY GRADES Pre-K-2
1. Investigate the characteristics and purposes of each of the arts to communicate ideas, feelings, and meaning.
2. Experiment with art forms.
3. Demonstrate an understanding of the differences in the materials and techniques used to produce selected art works (e.g., the differences among musical instruments, the differences among a variety of materials used for sculpture or the differences in techniques used to performances such as singing, pantomime, etc.).
4. Recognize the functions and the expressive qualities of the elements and principles of each art form (visual art, music, dance, drama) and incorporate them into their own creative works.
5. Use improvisation to solve problems in the performing arts.
6. Perform and/or listen to a number of pieces on a given theme and create a variation.
7. Differentiate simple expressive forms within each arts discipline.
8. Use appropriate vocabulary to explain ideas in the arts.
9. Identify the use of the arts in daily experiences.
10. Demonstrate ways in which the arts can be used in interdisciplinary activities.
11. Understand and demonstrate acceptable rules of behavior when attending arts events (e.g., museums, galleries, plays, and concerts).
12. Recognize musical symbols.
13. Demonstrate ability to recreate an existing work alone and with others.
14. Use materials and tools in a safe and responsible manner.
15. Understand that the success of musical, theatrical, and dance groups depends on collaboration.
EXAMPLES
Draw a self-portrait.
Improvise a short piece of music using a given set of notes.
Use space, costumes, and props to create a suitable environment in a scene or dance.
Differentiate between a "verse" and a "refrain" in a song.
Sing with a group, on pitch and together, following a conductor.
ELEMENTARY GRADES 3-4
1. Develop personal expression in works in each of the visual (2-D and 3-D) and performing arts (music, theater, and dance).
2. Apply previously learned principles to perform, create, revise, and/or refine works.
3. Refine and develop improvisations into completed works.
4. Create original works using different media, techniques, and processes to communicate ideas, feelings, and meaning.
5. Demonstrate awareness that there are a variety of careers in the arts.
6. Read simple musical compositions.
7. Listen to and/or view a dramatic, musical, dance, or visual art work and provide feedback to the artist (peer).
8. Begin to develop skill in playing a musical instrument and/or singing and performing simple compositions.
EXAMPLES
Create a song from a poem or to accompany a dance.
Show development of personal style by drawing a series of illustrations on a given theme.
Use puppets to create characters and short scenes with a beginning, middle, and end.
Play an instrument from a musical score or sing in two-part harmony.
B. CULTURAL HERITAGE.
Students will understand the cultural contributions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods. The arts are the record of our diverse world cultures and provide understanding of who we are, where we've been, and possible directions for our future. Students will be able to:
ELEMENTARY GRADES Pre-K-2
1. Recognize samples of major styles and techniques of the arts from different cultural or ethnic groups.
2. Recognize common subjects and central ideas in works from different cultures.
3. Interpret or perform simple visual and performance pieces from different cultures and/or times.
4. Experiment with works exhibiting variety in style/technique, trends, and culture.
5. Create original works that integrate one or more of the characteristics and purposes of artworks from different cultures (include own community and culture).
EXAMPLES
Use the rhythms from the music of other cultures in music to demonstrate different movements in dance.
Perform dances based on Native American work.
Use dramatic activities to explore a variety of occupations.
Identify the common characteristics in art works which show nighttime scenes.
ELEMENTARY GRADES 3-4
1. Recognize selected major periods of the visual arts and performing arts and identify major artists and their work.
2. Explain how cultural values are shown through the arts.
3. Demonstrate an understanding of the roles of visual and performing artists in various settings and cultures.
4. Compare the characteristics of works in two or more visual and performing art forms that share a similar subject matter, historical period, or cultural context.
EXAMPLES
Identify musical works of different genres such as classical or contemporary.
Describe the role of artists in ancient Egypt.
Identify origins of popular dance forms as either European or African.
Explain the differences between an Indonesian Shadow Puppets performance and a Muppet puppet performance.
Identify different kinds of music used in Maine such as sea chanteys or the music of the Abenaki, the lumbermen, or the textile mills, etc.
C. CRITICISM AND AESTHETICS. Students will reflect upon and assess the characteristics and merits of art works. An understanding of how the senses are used to make artistic choices in daily life, together with an understanding of how these choices affect feelings, moods, and emotions, helps us to make judgments about the merits and meaning of work in the arts. The elements, principles, and structures of art forms can be composed in ways which enrich, persuade, and influence society, either directly, through performances, original works and exhibits or indirectly, through electronic and printed media.
Students will reflect upon and assess the characteristics and merits of art works. Students will be able to:
ELEMENTARY GRADES Pre-K-2
1. Explain likes and dislikes of a work of art, music, dance, drama.
2. Describe the qualities of works of art, music, dance, and drama in relation to the senses of sight, hearing, movement, and feeling.
3. Attend exhibitions and performances (live, or film, or video if live not available locally).
4. Recognize visual and performing art work that attempts to influence and persuade.
EXAMPLES
Describe how a performance of "The Stars and Stripes Forever" by Sousa makes them feel.
Identify their favorite advertisement from printed or electronic media and explain why they like it.
Explain likes and dislikes after viewing a play.
Create a movement sequence using specific elements from Laban's theories of movement.
ELEMENTARY GRADES 3-4
1. Demonstrate an understanding of how the senses are used in daily life to make choices about purchases.
2. Provide rationale for personal feelings about works in the arts.
3. Listen to and/or view a dramatic, musical, dance, or visual art work and provide feedback to the artist (peer).
4. Explore and analyze content and styles in various art forms.
5. Use knowledge of the elements and principles of each art form to express opinions of the meaning of works.
6. Examine the effect of artistic choices on others and on the environment.
7. Investigate how the elements, principles, and structures of the arts can be manipulated by communication media to persuade and to influence.
EXAMPLES
Explain why one choice of public sculpture design is more appropriate for a given site than another.
Recognize how design, spatial relationship, gender, movement, and sound are used by advertisers to sell products.
Explain why an individual chooses to buy a particular CD.
Create a movement sequence for three dancers in which they use various arrangements of forms in space.