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 be able to:
MIDDLE GRADES 5-8
1. Explain how the arts originate from human experience, are a communal experience, and encourage kinship with others.
2. Use the expressive qualities of the elements and principles of each art form to explore a variety of styles in their work.
3. Discriminate among the qualities and characteristics of art media, techniques, and processes for the purposes of selecting appropriate media to communicate artistic ideas.
4. Use a variety of resources, materials, and techniques to design and execute art works.
5. Investigate the work of a professional who has an arts component within his/her work environment.
6. Demonstrate an understanding of how achievement in the arts can support achievement in other disciplines.
7. Demonstrate an understanding of how we make personal aesthetic choices in daily decisions.
8. Perform a variety of styles and types of music, dance, and theatre.
9. Develop skill in playing an instrument and/or singing and reading music.
EXAMPLES
Create a series of ceramic pieces showing variations in personal style.
Select a musical instrument for expressing a chosen emotion in an original composition.
Identify the components of dance in a gymnastics or ice-skating routine.
Develop three storyboards for a video sequence; then tape and edit the best into a completed piece.
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:
MIDDLE GRADES 5-8
1. Classify art works, which represent various cultures, by genre and style, identifying their distinguishing characteristics.
2. Compare and contrast the characteristics and purposes of the arts from various cultures, historical periods, and social groups.
3. Compare and contrast cultural values as expressed in works and explain how these values may differ from those of their own daily experience.
4. Compare the characteristics and purposes of works, in two or more arts forms, that share similar subject matter, historical periods, ethics, or cultural context.
5. Identify how the factors of time and place (such as climate, resources, ideas, and technology) are reflected in visual and performing arts.
6. Demonstrate an understanding of the ways various arts activities enrich people's artistic, intellectual, social, and emotional responses.
EXAMPLES
Describe the social values expressed in modern dance as it grew out of ballet.
Contrast the daily life of a Renaissance art student and a present day art student.
Describe the value of theatre experience for self-development.
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 be able to:
MIDDLE GRADES 5-8
1. Articulate and justify personal perceptions of meaning in works of visual art, music, dance, and drama.
2. Evaluate written reviews of visual and performing works of art.
3. Demonstrate an understanding of the difference between a personal opinion and an educated judgment about the meaning of various works.
4. Compare and contrast the effectiveness of selected media, techniques, and processes in communicating ideas.
5. Evaluate work, from their own and other cultures and historical periods, that uses arts elements and principles to persuade and influence.
6. Critique their own work and the work of others based upon an aesthetic criterion.
EXAMPLES
Explain the difference between their views on whether they like or dislike a Sandy Skoglund work, and their views on the work's aesthetic value.
Discuss characteristics common to political commercials from several campaigns.
Read and analyze a written review of an exhibit, play, concert, or dance performance.
Create a commercial using movement, sound, and visual art.