INSTRUCTIONAL GUIDE, Grade kherring/DOE FineArtsGuides/IG_FINE ARTS... · Web viewMusic, Standards 7 to 14 65 Drama and Theatre, Standards 15 to 21 72 Dance, Standards 22 to 28 76

INSTRUCTIONAL GUIDE, Grade k

Instructional Guide

for Fine Arts

Grades 6-12

Office of Curriculum, Instruction and Student Support /

Instructional Services Branch

Department of Education

State of Hawaii

DRAFT March 2004

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Instructional guide For Fine Arts

The Instructional Guides were developed to help classroom teachers implement the Hawaiì Content and Performance standards and benchmarks and recently-developed grade level performance indicators (GLPI) by providing sample performance assessment tasks and sample instructional strategies for each GLPI. Instructional Guides have been developed for each of the 10 HCPS content areas.

The Instructional Guides are comprised of three elements that link directly to the Hawaiì Content and Performance Standards (HCPS) and benchmarks:

(1) Grade Level Performance Indicators (GLPIs)

(2) Sample classroom assessment tasks

(3) Sample classroom instructional strategies

In the Instructional Guide, one or two grade level performance indicators are provided for each benchmark. Following each performance indicator is the sample performance assessment task and sample instructional strategy.

TARGET AUDIENCES. Instructional Guides are intended primarily for use by classroom teachers to design and plan standards-based instructional units, lessons, and/or activities. The Instructional Guides can also be used by school administrators and other school curriculum leaders. For example, the Instructional Guide can be used as reference points against which the school’s curriculum can be mapped and compared. The Instructional Guides can also be used to communicate to parents what the school expects of their children.

INTENDED USE. The Instructional Guides were developed to provide a grade-by-grade link between the Hawaiì Content and Performance Standards and classroom instruction. The Grade Level performance Indicators together with the sample assessment tasks and instructional strategies provide clarity to grade level and subject area teacher as to what an instructional strategy and assessment task might look like which results in a particular student performance (the GLPI). The Instructional Guide is meant to provide a level of consistency, standardization, and equity in curriculum, instruction, and assessment across all classrooms in each grade level across the state. The Instructional Guides, along with the other documents in the Standards Toolkit (Curriculum Framework, Grade Level Performance Indicator Progression, and Content Area Scope and Sequence) are to be used as a resource to enable teachers to focus on improving the quality of teaching and supporting increased student achievement of Hawaii Content and Performance Standards.

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TABLE OF CONTENTS

Instructional Guide for Fine Arts

Grade 6Visual Arts, Standards 1 to 61

Music, Standards 7 to 145

Drama and Theatre, Standards 15 to 2111

Dance, Standards 22 to 2815

























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Standard 1:VISUAL ARTS: UNDERSTANDING AND APPLYING—Students understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions.

BENCHMARKS 6-8

GRADE 6

PERFORMANCE INDICATORS

SAMPLE ASSESSMENT TASK

SAMPLE INSTRUCTIONAL STRATEGY

Select and apply materials, techniques, and different processes in various ways to evoke different responses; and analyze what makes them effective in communicating ideas.

The student:

Analyzes and uses materials and techniques in creating a work to express personal ideas, opinions, and experiences.

Create a watercolor paint to express an idea, emotion, or theme. Describe the technique you used and why you selected this technique.

Discuss and present color concepts, and how they can express a particular idea or mood in an artwork. Show how certain ideas or moods can be created with various techniques.

Intentionally take advantage of the qualities and characteristics of art materials, techniques and processes to enhance communication of experiences, ideas, and opinions.

The student:

Identifies differences in art materials, techniques, and processes, and uses appropriate ones to create an effective visual composition.

Create a visual composition with textural patterns using pencils, pens, and paints. Identify the various art materials, techniques, and processes used to create your composition.

Explain and demonstrate the use of various art materials and techniques to express ideas, themes, and art concepts. Have students analyze samples of effective visual compositions and discuss the materials and techniques used to create the compositions.

Standard 2:VISUAL ARTS: UNDERSTANDING AND APPLYING—Students exhibit visual understanding in their evaluation and use of visual themes, symbols, and metaphors.

BENCHMARKS 6-8

GRADE 6




Analyze works of art in terms of similarities and differences through cultural and aesthetic inquiry.

The student:

Describes differences and similarities among cultures which are depicted in their works of art.

Create an artwork that exhibits cultural awareness, and describe differences and similarities among the cultures which are depicted in the work. Paint designs unique to a culture on paper t-shirts (e.g., Hawaiian, Japanese, Chinese).

Read stories, poems, and information about various artworks and cultures. Discuss differences and similarities among cultures which are depicted in their works of art.

Use posters, books, videos, music, art reproductions, and artwork to introduce aspects of various cultures.

Use life experiences as a resource to express ideas and feelings visually through subject, themes and symbols.

The student:

Uses subjects, themes, or symbols from own life experiences to convey personal ideas and feelings.

Use paint and ink to create a symbolic image that best represents your personal ideas or feelings. Use Hawaiian petroglyphs in a composition to express a feeling or idea.

Demonstrate paint and ink techniques to make various lines, shapes, and colors. Discuss paint and ink techniques and how they can convey personal feelings or ideas.

Create original and personal imagery to convey meaning; and not rely on copying, tracing, or duplicating material.

The student:

Creates an original work of art using his/her imagination.

Use your imagination to create original artwork that represents a particular meaning.

Discuss and show examples of visual metaphors. Have students share personal experiences and ideas which can be represented in unique visual artwork.

Standard 3:VISUAL ARTS: ELEMENTS AND PRINCIPLES—Students identify, understand, and apply the elements and principles of art using the language of the visual arts.

BENCHMARKS 6-8

GRADE 6 PERFORMANCE INDICATORS



Select and apply those elements and principles, which most effectively communicate particular ideas, messages, and options.

The student:

Communicates an idea, message or opinion, using selected elements and principles.

Describes the use of elements and principles of art, using appropriate art terms.

Create a circular and symmetrical artwork using the letters of your name and selected color schemes.

Describe how the principles of colors can enhance the idea or message of the artwork.

Use exemplary artwork to show elements and principles of color scheme. Use appropriate art terms to describe these sample artworks. Have students discuss the elements and principles of color and how they can enhance the idea or message of the artwork.

Apply spatial systems in creating artwork including linear and atmospheric perspectives.

The student:

Demonstrates understanding and application of linear and atmospheric perspectives.

Produce artwork that exhibits spatial systems that reveal an understanding of linear and atmospheric perspectives. Use one-point or two-point perspective, size variation, overlap, value, and converging lines to create the illusion of three-dimension.

Discuss and demonstrate effects of spatial systems used to exhibit linear and atmospheric perspectives. Demonstrate the use of horizontal lines, vanishing points (one or two depending on one-point or two-point perspective) and converging lines to create the illusion of depth. Show and explain exemplary artworks that exhibit spatial systems.

Apply color in complex ways, such as: apply basic color schemes related to primary, secondary, and tertiary colors; apply color relationships, such as complementary, analogous, monochromatic, full spectrum, and warm and cool; apply symbolic use of color; and apply properties of color such as hue, value, and intensity.

The student:

Uses color schemes and relationships in different combinations to demonstrate knowledge of color.

Make a color wheel using primary colors. Then mix two primary colors to make a secondary color. Make other combinations of primary and secondary colors to make other colors. Explain how the colors were made.

Show examples of color usage in pictures and discuss basic understanding of color: color wheel; primary, secondary, and tertiary colors; color schemes; and different combinations of color. Demonstrate the effects of different color schemes and combinations, such as complementary, analogous, monochromatic, and warm and cool colors. Have students discuss various color schemes.

Depict observation with greater accuracy and detail.

The student:

Creates an artwork with accuracy and detail from observing an object and identifies elements and principles used in the artwork.

Create artwork that exhibits accuracy and detail of an observed object, and identify elements and principles of art (such as line, shape, value, texture, proportion, and emphasis) used in the artwork.

Discuss paradigm of “seeing” with examples of artwork showing details with visual elements. Demonstrate elements and principles of art to depict visual details.

Show examples of value changes using cross-hatching technique, and describe line quality by varying thickness and direction of lines.

Standard 4:VISUAL ARTS: HISTORY AND CULTURE—Students understand the role the visual arts play in the lives of people in past and present cultures.

BENCHMARKS 6-8




Know, compare, and contrast the characteristics of artworks from various eras and cultures.

The student:

Compares and contrasts the characteristics of artwork from various cultures and eras.

Compare and contrast the characteristics and designs of Eskimo, Indian, and Pacific Islander totem poles.

Research, prepare, and present information on totem poles. Have students share prior knowledge of totem poles and discuss differences and similarities. Have students research, individually or collaboratively, totem poles and their meanings using books, magazines and the internet. Have students present their findings through charts, visual graphs, PowerPoint presentations, illustrated books, and/or brochures.

Analyze, describe, and demonstrate how factors of time, place, and culture influence visual characteristics that give unique meaning and value to works of art.

The student:

Analyzes and describes in writing or orally the influence of historical context in an artwork, including its meaning and value.

Produce a written or oral presentation which analyzes and describes the influence of the Vietnam war on cartoons and drawings.

Research, prepare, and present information on political cartoons. Have students share prior knowledge of political cartoons in terms of function and form. Have students research, individually or collaboratively, political cartoons using books, magazines, and the internet. Discuss impact of events on a timeline with respect to visual characteristics of political cartoons and drawings.

Standard 5:VISUAL ARTS: CREATIVE AND CRITICAL THINKING—Students reflect upon the meaning, nature, and value of one’s own works and the works of others through description, analysis, interpretation, and judgment.

BENCHMARKS 6-8




Critique artworks through the use of appropriate vocabulary, art elements, art principles, meaning, feeling, mood, and ideas.

The student:

Critiques artworks, orally or in writing, using appropriate vocabulary to describe the elements and principles applied to express feelings, moods, and ideas.

Research Tadashi Sato and three of his artworks. Write a reflective journal using art vocabulary to analyze and critique his artwork.

Introduce various artworks and ask questions to evoke responses. Have class discuss appropriate art vocabulary and how artwork can express feelings, moods, and ideas.

Conduct in-progress analysis of own work and make necessary modifications.

The student:

Uses self-assessment, peer-assessment, and/or teacher assessment to reflect on and analyze own artwork and make necessary modifications.

Create an artwork in the style of Tadashi Sato. Use peer discussion and self-assessment to analyze your own artwork and make necessary modifications.

Provide sample criteria for assessing and analyzing sample artworks. Have students discuss criteria and sample artworks. Have students create artwork to present to peers for analysis and modify artwork based on their analyses.

Describe and analyze how and why specific works of art were created.

The student:

Researches, describes, analyzes, and reports to class information about how and why specific well-known artworks were created.

Research Tadashi Sato and his artwork, “Aquarius” at the Capitol. Describe Tadashi Sato’s artwork at the Capitol and explain why the artwork is valued.

Provide samples of well-known artwork for students and discuss how and why some were created. Have students use the internet and library to research the cultural and historical influences on the artwork.

Describe the ways in which artists and cultures value their artistic expressions.

The student:

Describes ways in which artists and cultures value their artistic expressions.

Research Satoru Abe and his artwork at the Capitol. Describe Satoru Abe’s artwork at the Capitol and explain why the artwork is valued.

Present visual exemplars from various cultures which are considered valuable because of their artistic expression. Have students discuss the artworks, cultures, and why the artworks are valued.

Standard 6:VISUAL ARTS: CONNECTIONS—Students make connections between visual arts and the performing arts as well as other subject areas.

BENCHMARKS 6-8




Identify similarities and differences in art and other areas, such as the humanities, sciences, literature, and technology.

The student:

Recognizes and compares the similarities between art and other art forms and subject areas.

Draw a one-point perspective of a city. Explain the drawing in terms of proportion and size of objects using mathematical terms.

Discuss the similarities and differences of shape in art and math. Present examples of shapes used in art and math. Explain that perspective drawing can also relate to mathematical concepts. Then demonstrate perspective drawing using mechanical and technological tools. Discuss and explore the concept of perspective, depth, and proportion using manipulatives, videos, visual reproductions, and computer software. Have students do sample perspective drawings.

Standard 7:MUSIC: UNDERSTANDING AND APPLYING—Students sing a variety of music alone and with others.

BENCHMARKS 6-8




Sing independently with accurate pitch, rhythm, tone quality, diction, and posture.

The student:

Sings independently with appropriate pitch, rhythm, tone quality, diction, posture, steady beat.

Sings individually and in groups using music with a level of difficulty of 1.

Sing four bars of “America” or a folk song at a music level of difficulty of 1-2 with appropriate pitch, rhythm, tone quality, posture, and steady beat. A piano and metronome may be used to match pitch and rhythm.

Sing “America” in a small group.

Demonstrate singing and/or play keyboard or recording

Have students sing with a metronome, recording or with you conducting with a steady beat. Also have students listen to recordings which have appropriate tone quality, and observe models and pictures of appropriate posture for singing.

Have the class practice singing in small group and/or large groups. Record their singing for analysis.

Sing expressively with appropriate dynamics, and breath control.

The student:

Sings expressively with appropriate dynamics, breath control, phrasing and nuance.

Sings and demonstrates understanding of text and style.

Sing “Auld Lang Syne” with expression by varying dynamics, breath control, phrasing, and nuances of the text

Sing your interpretation of this song, “Aloha Oe.”

Have students listen to various recordings and follow the expressive style of the recordings. Then have students sing-a-long with the recording with varying dynamics and phrasing.

Demonstrate singing and/or play keyboard or recording of a song (e.g., “You are My Sunshine”). Give students opportunities to sing their interpretation of a song.

Sing from memory a variety of songs from diverse cultures and styles using two or more languages.

The student:

Sings from memory two songs from various cultures in their languages.

Sing “Hawaii Ponoi” and “Sakura” from memory in a small group.

Have students listen to a song from another culture and “follow along” with the melody by humming or vocalizing. Then, have students listen to the song again and “follow along” with the words (handout or other media).

Divide class into small groups to sing using the printed lyrics, and then from memory.

Sing songs that include two-part harmony at a music level of difficulty of 1-3.

The student:

Sings a two-part song such as a round using music with a level of difficulty of 1.

Sing “Frere Jacques” and “Kookaburra” from memory in a small group.

Have students listen to recordings, instruments, or other voices, and “follow along” with the melody by humming or vocalizing. Have students sing a two-part song in unison as a large group, then sing the two-part song in two groups.

Sing in small and large groups demonstrating appropriate articulation, tone quality, balance, and blend while responding to the cues of a conductor.

The student:

Sings in small and large groups using appropriate articulation, tone quality, balance, and blend.

Responds to the cues of the conductor.

Sing “America” in small and large groups demonstrating balance and blend.

Respond to the various tempo and dynamic cues given by the conductor when singing “America.”

Have students sing in a group to blend and make “one sound” by matching each others’ articulation and tone, and balance their voices by listening for dynamics and blends.

Have students respond and follow your cues by having the students watch your hands, eyes, and body language.

Standard 8:MUSIC: UNDERSTANDING AND APPLYING—Students perform on instruments a variety of music alone and with others.

BENCHMARKS 6-8




Perform on at least one instrument accurately and independently while responding to the cues of a conductor.

The student:

Performs on an instrument accurately and independently according to the cues of the conductor performing music with a level of difficulty of 1.

Perform “American Spirit Overture” by John Edmondson accurately and independently.

Perform passages without distraction, hesitation, or errors while responding to the cues of a conductor.

Describe or instruct students on appropriate performance skills of an instrument. Have students play from a method book with information about playing an instrument with a level difficulty of 1.

Have students maintain eye contact with the conductor and respond to gestures appropriately during rehearsals, demonstrating appropriate skills.

Perform with good tone quality and expression using proper posture; playing position; breath, bow or stick control; articulation; pitch; and dynamics.

The student:

Performs with appropriate tone quality; expression; posture; playing position; breath, bow or stick control; articulation; pitch; dynamics.

Perform on an instrument with appropriate tone quality, expression, posture, and playing position.

Have students listen to recordings of professional musicians playing their instrument. Have students observe pictures or videos to imitate playing position, tone quality, and expression.

Perform a variety of instrumental music from diverse cultures and styles with appropriate expression.

The student:

Performs music from diverse cultures and styles with appropriate expression.

Perform “This Old Man” by John Kinyon in a staccato style with appropriate expression.

Have class listen to recordings of various cultural/musical styles. Have students follow your gestures of expression related to musical style of each piece while they perform.

Have students practice short etudes/exercises which reinforce different cultural/musical styles.

Perform music with a level of difficulty of 1-3 in small and large instrumental groups.

The student:

Performs music with a level of difficulty of 1 in small and large instrumental groups.

Perform “Trade Winds” by Andrew Balentin in a large instrumental group.

Have students perform alone or to accompaniment (e.g., piano) using music with a level of difficulty of 1.

Have students perform in large groups.

Standard 9:MUSIC: UNDERSTANDING AND APPLYING—Students improvise patterns, melodies, variations, and accompaniments.

BENCHMARKS 6-8




Improvise rhythmic and melodic accompaniments using an instrument or the voice for a variety of music.

The student:

Improvises very easy rhythmic and melodic accompaniment.

Improvise a 4-bar phrase using quarter-note and eighth-note rhythms to accompany an instrument or voice.

Improvise a 4-bar phrase using quarter- and eighth-note rhythms and notes of a pentatonic scale.

Demonstrate improvised melodies and rhythmic patterns for accompaniment using the “C” scale. Have students echo quarter-note and eighth-note rhythmic and melodic patterns performed by you on an instrument or vocally. Have students practice a 4-bar pattern for accompaniment and have other students practice improvising a melody with the accompaniment.

Have students play or sing quarter-note and eighth-note rhythms using notes of a pentatonic scale to improvise accompaniment.

Improvise “answers” to rhythmic and melodic phrases in a variety of styles.

The student:

Improvises “answer” to very easy rhythmic and melodic phrases in a variety of styles.

Improvise a rhythmic “answer” to 4-bar rhythmic “question” in classical (“straight-eighths”) and jazz (“lazy-eighths”) styles.

Improvise a melodic “answer” to 4-bar rhythmic and melodic “question” in classical and jazz styles.

Demonstrate an improvised rhythmic “answer” to a 4-bar rhythmic “question” in classical (“straight-eighths”) and jazz (“lazy-eighths”) styles. Have students pair in groups to improvise “question and answer” in various rhythmic styles.

Demonstrate improvising “question and answer” melodies. Have students play an instrument and improvise an “answer” to a 4-bar “question” using the “C” scale in classical and jazz styles.

Improvise songs and extended instrumental pieces in a variety of styles using a comfortable range and technical accuracy.

The student:

Improvises songs in a variety of styles.

Improvises extended instrumental pieces in a variety of styles with a very easy range and technical accuracy.

Improvise a 4-bar pentatonic phrase using classical and jazz styles.

Improvise an extended pentatonic instrumental piece in AA or AB form using classical and jazz styles.

Demonstrate an improvised 4-bar pentatonic song using classical and jazz styles. Have students pair in groups to practice the pentatonic scale in a 4-bar phrase.

Demonstrate playing a pentatonic-scale melody in AA or AB form (four bars per section). Have students pair in groups to practice the pentatonic scale in AA or AB form using classical and jazz styles.

Improvise short melodies based on simple chord progressions.

The student:

Improvises short melodies based on tonic (I) chord.

Improvise a 4-bar melody based on a tonic (I) chord.

Demonstrate playing a 4-bar pentatonic melody over tonic (I) chord. Have students pair in groups to practice the pentatonic scale in 4-bar melodies.

Standard 10:MUSIC: ELEMENTS AND PRINCIPLES—Student compose and arrange music within specified guidelines.

BENCHMARKS 6-8




Arrange simple music within specified guidelines for voice or instrument.

The student:

Arranges a simple song for voice.

Arranges simple music for an instrument.

Write lyrics and arrange music for “Michael Row the Boat Ashore.”

Arrange a short piece for an instrument for “Michael Row the Boat Ashore.”

Have students review and study favorite songs, folk songs, and other popular songs. Have students write lyrics for their favorite song, arrange some of the music, and sing their arrangement.

Have students review and study favorite songs, folk songs, and other popular songs. Demonstrate arranging the melody for an instrument, such as the clarinet.

Arrange simple music within specified guidelines for small or large groups.

The student:

Arranges simple music for a small vocal ensemble.

Arranges music for a small instrumental ensemble.

Write lyrics and arrange “Michael Row the Boat Ashore” for a small group.

Arrange “Michael Row the Boat Ashore” for a small instrumental ensemble.

Have students review and study favorite songs, folk songs, and other popular songs. Have students write lyrics for their favorite song and arrange the music for a small group. Divide students into small groups to sing their arrangement.

Have students review and study favorite songs, folk songs, and other popular songs. Demonstrate arranging the melody for a small instrumental ensemble, such as a guitar, drum, and flute.

Arrange simple music using electronic media.

The student:

Arranges simple music using computer software.

Arrange “Michael Row the Boat Ashore” using computer software.

Present examples of computer software and demonstrate how to arrange a song. Have students arrange a favorite song using computer software.

Standard 11:MUSIC: ELEMENTS AND PRINCIPLES—Students read and notate music.

BENCHMARKS 6-8




Read music with a level of difficulty of 1-3 that utilizes whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, sixteenth notes, and rests in duple, triple, and compound meters.

The student:

Identifies the values of notes, and rests using music with a level of difficulty of 1.

Identify notes and rests, and indicate the appropriate value from “This Old Man” by John Kinyon.

Present and discuss musical symbols and terms of a piece. Have students write down names of notes, rests, and their values.

Show or create a chart that matches the name of a note or rest and expresses its musical value.

Read notated musical symbols and terms indicating style, articulation, dynamics, repeats, tempo, and expression.

The student:

Identifies and plays music featuring a variety of rhythmic patterns and meters.

Explain basic musical terms, such as style, articulation, dynamics, and tempo.

Read and perform music with a level of difficulty of 1 that utilizes notes and rests in a variety meters.

Present and discuss the musical terms of style, articulation, dynamics, tempo, and repeats. Demonstrate or play examples of the musical terms.

Demonstrate a rhythm in either a duple or triple meter by clapping. Have students clap notes and rests by reading the music.

Standard 12:MUSIC: HISTORY AND CULTURE—Students understand music from various styles and cultures, and its relationships with other arts.

BENCHMARKS 6-8




Use musical terminology to describe music from various styles, cultures, and historical periods.

The student:

Uses appropriate terminology to describe music from a variety of styles.

Uses appropriate terms to describe music from a particular period in history.

Listen to modern music from Hawaii, Japan, and America. Use appropriate terms to describe music from modern, popular, and jazz styles

Listen to music from the Classical, Renaissance, or Baroque period. Use appropriate terms to describe the music.

Play examples of various musical styles of music and introduce musical terms to describe the styles of music. Have students discuss music and use appropriate terminology to describe various styles.

Play examples of music from various historical periods and introduce musical terms to describe the type of music. Have students discuss music and appropriate terminology to describe music from a period in history.

Describe functions and uses of music in their own culture and in other cultures.

The student:

Explains why music is important to a culture.

Identifies how music is used in his/her culture as well other cultures.

Listen to wedding music from the Hawaiian and African cultures. Explain why music is important to the Hawaiian or African culture.

Play Hawaiian or African music and describe why music is important to a culture. Have students discuss the various uses of music and why music is important.

Describe the different roles musicians assume in various cultures and musical settings, and identify skills needed for each role.

The student:

Identifies the roles musicians assume in society and which skills are needed for each role.

Identify and describe the role of musicians at a wedding and at a football game.

Describe the skills needed to be a successful musician.

Have students brainstorm names of contemporary musicians and identify their roles in society.

Have students brainstorm names of contemporary musicians and describe the skills needed to be a successful musician.

Describe how the principles and subject matter of various arts are related to those of music.

The student:

Identifies the characteristics of music and the other art forms.

Watch a video of Man of La Mancha. Identify the characteristics of music that distinguishes it from visual arts, dance, and drama.

Describe the unique features of music, such as sound and listening. Have students brainstorm unique features of visual arts, dance, and drama to compare similarities and differences.

Standard 13:MUSIC: CREATIVE AND CRITICAL THINKING—Students listen to, analyze, and describe music.

BENCHMARKS 6-8




Describe specific musical events in given aural examples using appropriate terminology.

The student:

Describes musical events after listening to aural examples.

Listen to two versions of the “Star-Spangled Banner.” Describe introduction, climax, and ending of the “Star-Spangled Banner.”

Have students listen to short pieces of music and discuss basic music terminology, such as introduction, climax, and ending. Have students discuss and describe musical events to communicate form or organization of the music.

Demonstrate understanding of musical elements by analyzing and describing brief aural examples.

The student:

Analyzes and describes music elements from brief aural examples.

Listen to two versions of the “Star-Spangled Banner.” Analyze and describe the tone, rhythm, and dynamics from the “Star-Spangled Banner.”

Present listening examples and discuss musical elements, such as tone, rhythm, and dynamics. Discuss and describe how various musical elements are used in the music to communicate feelings or ideas.

Identify and describe uses of musical elements and forms in music from diverse cultures and styles.

The student:

Identifies elements and forms used in Western and non-Western music.

Listen to “America” and “Sakura.” Identify elements and forms in “America” and “Sakura.”

Present various elements and musical forms used in Western and non-Western music. Have students listen to examples of musical elements and forms from Western and non-Western music. Lead discussion to identify elements and forms from various music and cultures.

Identify ways music enhances the effect of media, including film, commercials, and video.

The student:

Identifies ways music enhances the effect of media.

Identify ways music enhances the effect of commercials.

Present and discuss examples of commercials and how music enhances the effect of the commercials. Have students identify and describe ways music is used in commercials and the media.

Standard 14:MUSIC: CREATIVE AND CRITICAL THINKING—Students evaluate music and music performances.

BENCHMARKS 6-8




Use accurate terminology and valid musical criteria to evaluate musical performance.

The student:

Uses basic terminology when evaluating performance of music with a level of difficulty of 1.

Use basic and appropriate terminology when evaluating your performance of “America.”

Discuss how to evaluate performances and use music criteria. Present basic and appropriate musical terms.

Present detailed suggestions for improving musical performance by self and others (such as articulation, diction, intonation).

The student:

Presents ways for improving own performance.

Present ways of improving your performance of “America.”

Have class listen to performances and present ways to improve performance. Use various example and discuss basic techniques.

Use appropriate musical terminology and valid musical criteria when presenting personal preferences for musical works and performance quality.

The student:

Identifies personal preferences and criteria for quality performances.

Listen to several recordings of the class singing “America.” Present a preferred musical performance and discuss the quality of the performance using criteria.

Present examples of quality performances and discuss the performances using appropriate terms and criteria. Have students discuss personal preferences for music and use criteria to explain their preferences.

Standard 15:DRAMA AND THEATRE: UNDERSTANDING AND APPLYING—Students understand and apply theatre skills to develop and communicate a story.

BENCHMARKS 6-8

GRADE 6




Improvise a scene through dialogue and action as an individual or as a group.

The student:

Improvises a scene using simple dialogue.

Describe a plot from a Jackie Chan cartoon show. Improvise a scene using simple dialogue and action based on one of his cartoon shows.

Have class play “Who Am I.” Instruct students to write on a piece of paper cartoon characters (any recognizable person or character is acceptable), mix up the characters and tape one on the back of each student. Other students are to act as if the student is the character taped to his/her back.

Improvise scenes that employ plot, multi-dimensional characters, and convey artists' intentions.

The student:

Improvises a scene that employs a simple plot.

Write a simple plot based on a basketball game. Exchange your plot with another student. Improvise a scene using the plot written by another student.

Present various plots for students to improvise scene, such as competing in a race, following a map to find a pot of gold, or being a coach for a winning team. Have students write short plots to exchange with other students to improvise scenes.

Document the dialogue and action of an improvised scene through writing or other technology.

The student:

Documents, in writing, the actions of an improvised scene.

Write a simple plot based on a basketball game. Exchange your plot with another student. Improvise a scene using the plot written by the other student. Record all of the actions of the improvised scene using the plot written by the other student.

Have students discuss characteristics of a scene, such as “who, what, where, and when” and then have students practice writing down the actions of an improvised scene.

Perform improvised scenes in a classroom setting.

The student:

Improvises a simple scene in a small group.

Write a simple plot based on a basketball game and share it with a small group of students. As a group, select a plot and improvise a scene.

Divide students into small groups and have them write a plot to improvise a simple scene. Guide a volunteer group as they go through the process for the other groups to follow.

Standard 16:DRAMA AND THEATRE: UNDERSTANDING AND APPLYING—Students understand and apply artistic collaboration in drama and theatre.

BENCHMARKS 6-8

GRADE 6




Collaborate with others to develop multiple interpretations of drama productions.

The student:

Collaborates with other students to develop a simple scene from a drama production.

Act out a simple scene with a partner. Pretend that you are mad, sad, and happy in the scene.

Provide examples of simple scenes with characters and give instruction on role-playing. Have students watch a video that contains scenes employing a variety of emotions. Role-play simple scenes in pairs.

Explain artistic choices about drama productions.

The student:

Explains his/her artistic choices relating to setting and costuming.

Explain your choices relating to setting and costuming for the play, Romeo and Juliet. Choose between the traditional setting or the contemporary West Side Story version.

Present various productions of the same story. Discuss differences in settings and costumes. Have students choose a particular setting and costume and explain their choices.

Standard 17:DRAMA AND THEATRE: ELEMENTAND PRINCIPLES—Students understand and apply the skills of acting.

BENCHMARKS 6-8

GRADE 6




Demonstrate the ability to analyze and interpret characters.

The student:

Analyzes a simple character from a one-act play.

Analyze the behavior of a simple character from the one-act play Zoo by Edward Albee.

Have students work in pairs to see if they can guess the character of their partner (each person chooses a character and plays “charades”). Discuss how characters can be portrayed and analyze their behavior.

Use stage directions in preparing scene work.

The student:

Explains simple stage directions to actors.

Describe the following stage directions: upstage, downstage, stage right, stage left (while on stage).

Present various stage directions and have students work in pairs to test each other on stage directions.

Create and sustain characters from a scene or play.

The student:

Acts out a simple character from a play.

Choose one of the characters from The Odd Couple by Neil Simon to act out.

Have students work in pairs to act out simple characters from simple plays. Guide students as they act out characters from The Odd Couple by Neil Simon.

Standard 18:DRAMA AND THEATRE: ELEMENTAND PRINCIPLES—Students understand and apply the design and technical theatre.

BENCHMARKS 6-8




Design technical elements of theatre to represent time and place, establish character, enhance theme and mood, and create dramatic environments for improvised or scripted scenes.

The student:

Designs a simple set.

Designs a simple costume.

Describe or draw the types of furniture one might use in a house in a rural setting in the southern area of the United States.

Describe or draw the type of costume a person living in 1960 would have worn.

Have students watch a movie set in a rural setting (e.g., Norma Rae, Coal Miner’s Daughter) for ideas on sets used in a rural environment. Provide materials and guide discussion on how to design furniture and sets.

Have students research various magazines for examples of clothing from the 1960s which may be used by a character.

Use technology to enhance classroom activities and dramatizations.

The student:

Uses simple technology to enhance a scene performed in a classroom.

Demonstrate and explain how the use of classroom lights can enhance a scene.

Demonstrate the various capabilities of lighting in a scene and discuss the effects lighting produces.

Standard 19:DRAMA AND THEATRE: HISTORY AND CULTURE—Students understand and relate the role of theatre arts to culture and history.

BENCHMARKS 6-8




Analyze the emotional and social impact of dramatic events in students' lives, in the community, and in other cultures.

The student:

Describes a dramatic event that affected his/her life.

Research the events related to America’s landing on the moon. List three emotions generated by the event.

Have students watch a video or attend a performance of a historical event, such as America’s landing on the moon. Guide discussion on how a dramatic event can affect one’s life and generate emotions.

Research and perform a scene about a historical or cultural event.

The student:

Performs a simple historical scene.

Researches a scene from an event in another culture.

Research the events related to America’s landing on the moon. Perform a simple scene of the astronauts landing on the moon.

Present historical events which can be demonstrated with a simple scene. Have students brainstorm ideas on creating a scene to portray a historical event.

Standard 20:DRAMA AND THEATRE: CREATIVE AND CRITICAL THINKING—Students analyze and critique informal and formal theatre productions.

BENCHMARKS 6-8




Observe and analyze a formal theatre production.

The student:

Observes a formal theatre production.

Research and observe the musical, Man of La Mancha. Describe the setting and characters of a formal theatre production of Man of La Mancha.

Discuss and analyze a formal theatre production before observing it. Have students describe the setting and characters after observing the production.

Critique and evaluate artistic choices and personal reactions in drama presentations using appropriate criteria.

The student:

Describes personal reactions to a formal theatre production.

Describe personal reaction to a formal theatre production of Man of La Mancha using appropriate criteria.

Have students watch video and live productions of formal theatre, then, present sample criteria for describing personal reactions. Have students discuss personal reactions using criteria.

Standard 21:DRAMA AND THEATRE: CONNECTIONS—Students understand and demonstrate how theatre arts are related to various art forms and disciplines.

BENCHMARKS 6-8




Describe and compare how theatre arts are related to various art forms and disciplines.

The student:

Describes how theatre arts are related to other disciplines.

Observe and describe a scene from Man of La Mancha. Describe how music and dance are used and related in the scene.

Have students watch Man of La Mancha. Discuss how the production uses music, dance, or visual arts, and how these relate to each other.

Demonstrate a scene integrating various art forms or disciplines.

The student:

Uses the visual arts to enhance a dramatic production.

Demonstrate a simple scene from Man of La Mancha. Identify the visual arts principles used in the scene and describe the effects you intended to create.

Discuss the effect color has on a scene and have students demonstrate a scene using various colors in the setting.

Standard 22:DANCE: UNDERSTANDING AND APPLYING—Students understand choreographic principles, processes, and structure.

BENCHMARKS 6-8




Demonstrate the principles of contrast and transition.

The student:

Develops contrasting movement studies with smooth transitions.

Create contrasting movement studies with transitions that flow smoothly from high level to low level movement phrases.

Demonstrate and present a variety of movement phrases with smooth transition. Have students do contrasting phrases and then guide them in developing smooth transitions between phrases.

Demonstrate the processes of reordering and chance.

The student:

Reorders movement phrases in a variety of ways to create different movement combinations.

Create a high and low movement phrase. Change the order of the movement phrases to make three different movement combinations.

Provide several movement phrases for students to practice. Then have students divide into groups, and reorder and improvise movement phrases to create different movement combinations.

Demonstrate the structures or forms of AB, ABA, canon, call and response and narrative.

The student:

Creates movement studies using these structures: AB, ABA, canon, call and response, and narrative.

Create movement studies using AB and ABA forms.

Provide examples of movement studies using the following structures: AB, ABA, canon, call and response, and narrative. Have students create their own movement studies using one of the forms. Divide students into small groups to create all of the structures.

Demonstrate the ability to work cooperatively in a small group during choreographic process.

The student:

Demonstrates cooperative and collaborative skills, while working with partners and small groups, e.g., imitating, leading/following, mirroring, calling/responding, echoing, and sequence building.

Demonstrate leading and following skills with a partner to create a dance movement using mirroring.

Provide clear expectations about the cooperative learning structure and rules to be used when creating a dance movement in a group. Have students discuss rules and process for developing a dance using imitating, leading/following, mirroring, calling/responding, echoing, and sequence building.

Demonstrate partner skills by creating contrasting and complementary shapes, and taking and supporting weight.

The student:

Demonstrate the following partner skills by creating contrasting and complementary shapes, and taking and supporting weight.

Demonstrate leading and following skills with a partner to create contrasting and complementary shapes, and taking and supporting weight.

Explain partner skills, such as leading and following to create various dance movements. Have students balance their shapes with complementary shapes. Divide students into groups to create contrasting and complementary shapes, and taking and supporting weight.

Standard 23:DANCE: UNDERSTANDING AND APPLYING—Students understand that dance is a way to create and communicate meaning.

BENCHMARKS 6-8




Demonstrate the difference between pantomiming and abstracting a gesture.

The student:

Pantomimes a gesture.

Abstracts the same gesture.

Demonstrate the difference between pantomimes and abstract gestures. Explain the difference in the movements and the meaning.

Provide a variety of experiences demonstrating pantomime and abstract gestures. Have students demonstrate various pantomime and abstract gestures and discuss the differences.

Observe and explain how different accompaniment such as sound, music, and spoken text can affect the meaning of a dance.

The student:

Explains how different accompaniment such as sound, music, and spoken text can affect the meaning of a dance.

Observe a dance without music and then review the same dance with music. Explain how the music can affect the meaning of a dance.

Provide examples of different accompaniments for a dance, such as sound, music, and spoken text. Discuss how the accompaniments can affect the meaning of the dance. Show a dance without music and then show the same dance with music. Have students discuss the various meanings of a dance and the effects of the accompaniment.

Demonstrate and explain how lighting and costuming can contribute to the meaning of a dance.

The student:

Demonstrates and explains how the lighting and costuming of each dance can contribute to the meaning of a dance.

Write how the lighting and costuming of each dance can contribute to the meaning of a dance and how changes in lighting can affect the meaning of a dance.

Provide information on how changes in lighting can affect the meaning of a dance, for example, lighting can be cool, warm, or hot, down lighting, back lighting, mood lighting. Discuss use of various costumes and how it can contribute to the meaning of a dance.

Create a dance that successfully communicates a topic of personal significance.

The student:

Creates a dance that communicates a topic of personal significance.

Create and perform a dance that communicates pain and sorrow.

Provide examples of how choreography and dance can communicate personal ideas or feelings, such as conflict, tension, resolution, balance, hot, cold, happy, or sad.

Create a dance that effectively communicates a contemporary social theme.

The student:

Creates a dance that communicates a social theme.

Create and perform a dance that communicates a feeling of peace.

Provide examples of how choreography and dance can communicate a social/political theme, such as freedom, oppression, or peace. Have students research social themes and create a dance to communicate that theme.

Standard 24:DANCE: ELEMENTS AND PRINCIPLES—Students identify and demonstrate movement skills, the elements of movement (space, time, energy, force, and shape), and movement qualities.

BENCHMARKS 6-8




Demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery.

The student:

Demonstrates and explains alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

Demonstrate and explain alignment and balance movements. Explain how the movements are related and what skills are needed to refine the movements.

Demonstrate or show examples of alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery. Have students practice various movements in small and large groups, and have students explain their movements.

Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.

The student:

Identifies and demonstrates basic dance steps (e.g., grapevine, prance, triplets; hula: kalakaua, kaholo, ami); positions and patterns (1st position, 2nd position, stage right, down stage, up stage).

Identify and demonstrate basic dance steps from Hawaiian and American folk dances.

Demonstrate basic dance steps, positions, and patterns from Hawaiian and American folk dances. Have students practice and demonstrate dance steps, and identify their dance steps.

Accurately transfer a spatial pattern from a visual to the kinesthetic.

The student:

Observes and identifies movement patterns from a picture.

Creates movement patterns to match visual patterns.

Select a picture of a surfer riding a wave. Identify movement patterns from the picture and develop movement patterns to match the picture.

Present pictures with spatial patterns and demonstrate how to develop movement patterns to match the pictures. Have students develop movement patterns to match pictures, and demonstrate movement patterns in small groups.

Accurately transfer a rhythmic pattern from the aural to the kinesthetic.

The student:

Listens to and identifies rhythm patterns in a piece of music.

Creates movement patterns to match rhythmic patterns

Identify movement patterns from a march style of music and develop movement patterns to match the music.

Present music with rhythmic patterns and demonstrate how to develop movement patterns to match the music. Have students develop movement patterns to match music, and demonstrate movement patterns in small groups.

Identify and clearly demonstrate a range of dynamics or movement qualities.

The student:

Identifies and demonstrates Rudolph Von Laban’s effort/ drives: punch, slash, wring, float, flick, dab, glide, and press.

Identify and demonstrate three of Laban’s movements individually.

Demonstrate Laban’s movement concepts and provide time for students to practice each movement. Have students practice individually and in small groups, and identify each movement.

Demonstrate increasing kinesthetic awareness, concentration and focus in performing movement skills.

The student:

Demonstrates increased focus, physical control, coordination, skill and accurate reproduction in performing locomotor and axial movement.

Demonstrates increased ability and skill to sustain longer and more complex movement sequences for expression in a variety of dance styles.

Demonstrates risk-taking in generating bigger and stronger movements through space in rehearsal and performance.

Perform a hula to demonstrate increased focus, physical control, coordination, skill, and accurate reproduction in performing locomotor and axial movements.

Demonstrate focus, physical control, coordination, skill, and accurate reproduction in performing locomotor and axial movements, and have students practice individually and in small groups on a daily basis. Have students work on a hula dance which demonstrates various dance skills for performance.

Demonstrate accurate memorization and reproduction of movement sequences.

The student:

Creates, memorizes, and performs dance studies demonstrating technical expertise and artistic expression.

Create, memorize, and perform your own dance demonstrating technical expertise and artistic expression.

Have students create, memorize, and perform dance studies demonstrating technical expertise and artistic expression at a dance performance. Have students assist in programming various dances for the performance.

Describe the gestures and movement elements observed in a dance, using appropriate movement/dance vocabulary.

The student:

Describes and identifies the gestures and movement elements observed in a dance, using appropriate movement/dance vocabulary.

Write a paper to describe the gestures and movement elements observed in a dance, using appropriate movement and dance vocabulary.

Have students view live or recorded professional dance performances, and discuss gestures and movement elements. Present appropriate movement and dance vocabulary for students to use in discussing dance performances.

Standard 25:DANCE: HISTORY AND CULTURE—Students demonstrate and understand dance in various cultures and historical periods.

BENCHMARKS 6-8




Perform folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles.

The student:

Demonstrates and describes similarities and differences in the steps and movement styles of folk and/or classical dances from various cultures.

Demonstrate hula and hip-hop dancing. Describe similarities and differences in the steps and movements.

Present dances from various cultures for students to practice. Have students describe similarities and differences in the steps and movements, and have students work in groups to practice hula and hip-hop dances (each group can have a different dance).

Perform folk, social, and/or theatrical dances from a broad spectrum of 20th century America.

The student:

Performs folk dances, social dances, and theatrical dances from 20th century America.

Perform a Jitterbug and Charleston from 20th century America in a small group. Describe the differences in the dances as they changed over time.

Present a variety of folk, social, and/or theatrical dances from 20th century America. Have students practice a dance in small groups (each group with a different dance) for a performance in class or for the community.

Perform a folk dance of a different culture, or social dance of a different time period. Explain the cultural/historical context of that dance.

The student:

Performs a folk or social dance from a different culture or period.

Explains the cultural/historical context of the dance.

Perform a simple waltz from Europe and explain the cultural and historical context of the dance.

Present a variety of folk or social dances from a historical period in Europe. Have students practice a dance in small groups (each group with a different dance) for a performance in class or for the community. Have students research and explain the historical context of the dance.

Describe the role of dance in at least two different cultures or time periods.

The student:

Describes the role dance plays in different socioeconomic groups (e.g., royalty and peasants) from various time periods and cultures.

Describe the role of hula from various time periods and the role dance plays in different socioeconomic groups in the Hawaiian culture.

Present information on hula from various time periods and the role dance plays in different socioeconomic groups in the Hawaiian culture. Have students research the role of dance in various historical periods and have them describe their research.

Standard 26:DANCE: CREATIVE AND CRITICAL THINKING—Students apply and demonstrate critical and creative thinking skills in dance.

BENCHMARKS 6-8




Create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for choice.

The student:

Creates a movement problem and uses improvisation to arrive at possible solutions.

Chooses the most interesting solution and justifies choices.

Create a movement problem related to balance and use improvisation to arrive at a possible solution. Justify your selection of the solution for the movement problem.

Provide sample movement problems for students and demonstrate using improvisation to make a solution. Divide students into small groups. Have students create their own movement problems and use improvisation to make a solution. Have students justify their solution.

Compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

The student:

Writes a paper comparing and contrasting two dance compositions using dance terminology and language.

Write a paper comparing and contrasting a hula and waltz composition using dance terminology and language.

Provide sample dance compositions for students to observe. Discuss similarities and differences of two dances using dance terminology. Have students discuss dance compositions using appropriate dance terminology.

Identify possible aesthetic criteria for evaluating dances (such as skill of performers, originality, visual and/or emotional impact, variety and contrast).

The student:

Identifies aesthetic criteria for evaluating dances.

Create a chart to identify aesthetic criteria for evaluating dances. Use the chart to evaluate a dance performed by your classmate.

Present examples of aesthetic criteria which can be used for evaluating dances, such as skill of performers, originality, visual and/or emotional impact, variety, and contrast. Show examples of dances and discuss how to develop and modify criteria to evaluate certain dances. Have students use a chart with one set of criteria to evaluate dances.

Standard 27:DANCE: CONNECTIONS—Students make connections between dance and healthful living.

BENCHMARKS 6-8




Identify personal health goals and steps to improve as a dancer.

The student:

Identifies personal health goals such as having a balanced and nutritious diet, exercising regularly, and getting adequate rest.

Identify personal health goals by documenting your progress (log what you eat, how many times per week you exercise, and the number of hours you sleep at the beginning, middle and end of each quarter).Present examples of personal health goals and a format for students to document the progress of their personal health goals. Have students discuss and review their personal health goals as they develop their dance skills.

Describe and explain strategies to prevent dance injuries.

The student:

Lists strategies such as warm-up before dancing, drink water to stay hydrated, soak in a tub or get a massage for tired and sore muscles to prevent injuries.

Describe two common dance injuries and explain your list of strategies to prevent these injuries.

Present and discuss examples of strategies to prevent dance injuries. Have students select several strategies to use and explain why they prevent injuries.

Create own warm-up for routine and discuss how it prepares the body and mind for physical and expressive purposes.

The student:

Creates a warm-up routine.

Discusses how warm-up prepares the body and mind for physical and expressive purposes.

Create your own warm-up routine and discuss how it prepares your body and mind for physical and expressive purposes.

Present examples of warm-up routines and discuss how they prepare the body and mind for physical and expressive purposes. Have students create several warm-up routines and explain how they prepare them for the performance of a particular dance.

Standard 28:DANCE: CONNECTIONS—Students make connections between dance and other disciplines.

BENCHMARKS 6-8




Create a project that reveals similarities and differences among the arts.

The student:

Explains the similarities and differences among the arts.

List similarities and differences between dance and music. Use a Venn diagram to explain the similarities and differences among the arts.

Present sample dance projects which include music, drama, and visual arts. Have students discuss the similarities and differences among the arts. Use charts, graphs, and a Venn diagram to explain differences. Have students pick a dance project and explain how the arts work together.

Cite examples of concepts (such as balance, shape, and pattern) used in dance and a discipline outside the arts.

The student:

Uses the cited concepts to explain connections to physical science, other subjects and possible careers.

Explain how the dance concept of balance is connected to physical science.

Explain concepts used in dance, such as balance, shape, and pattern, and discuss how they can be connected to physical science and other disciplines. Have students research physical science and other disciplines, and look for concepts which can connect to dance.

Standard 1:VISUAL ARTS: UNDERSTANDING AND APPLYING—Students understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions.

BENCHMARKS 6-8




Select and apply materials, techniques, and different processes in various ways to evoke different responses; and analyze what makes them effective in communicating ideas.

The student:

Analyzes and uses materials and techniques in creating a work to express personal ideas, opinions, and experiences.

Create a watercolor paint to express an idea, emotion, or theme. Describe the technique you used and why you selected this technique.

Discuss and present color concepts, and how they can express a particular idea or mood in an artwork. Show how certain ideas or moods can be created with various techniques.

Intentionally take advantage of the qualities and characteristics of art materials, techniques and processes to enhance communication of experiences, ideas, and opinions.

The student:

Identifies differences in art materials, techniques, and processes, and uses appropriate ones to create an effective visual composition.

Create a visual composition with textural patterns using pencils, pens, and paints. Identify the various art materials, techniques, and processes used to create your composition.

Explain and demonstrate the use of various art materials and techniques to express ideas, themes, and art concepts. Have students analyze samples of effective visual compositions and discuss the materials and techniques used to create the compositions.

Standard 2:VISUAL ARTS: UNDERSTANDING AND APPLYING—Students exhibit visual understanding in their evaluation and use of visual themes, symbols, and metaphors.

BENCHMARKS 6-8




Analyze works of art in terms of similarities and differences through cultural and aesthetic inquiry.

The student:

Describes differences and similarities among cultures which are depicted in their works of art.

Create an artwork that exhibits cultural awareness, and describe differences and similarities among the cultures which are depicted in the work. Paint designs unique to a culture on paper t-shirts (e.g., Hawaiian, Japanese, Chinese).

Read stories, poems, and information about various artworks and cultures. Discuss differences and similarities among cultures which are depicted in their works of art.

Use posters, books, videos, music, art reproductions, and artwork to introduce aspects of various cultures.

Use life experiences as a resource to express ideas and feelings visually through subject, themes and symbols.

The student:

Uses subjects, themes, or symbols from own life experiences to convey personal ideas and feelings.

Use paint and ink to create a symbolic image that best represents your personal ideas or feelings. Use Hawaiian petroglyphs in a composition to express a feeling or idea.

Demonstrate paint and ink techniques to make various lines, shapes, and colors. Discuss paint and ink techniques and how they can convey personal feelings or ideas.

Create original and personal imagery to convey meaning; and not rely on copying, tracing, or duplicating material.

The student:

Creates an original work of art using his/her imagination.

Use your imagination to create original artwork that represents a particular meaning.

Discuss and show examples of visual metaphors. Have students share personal experiences and ideas which can be represented in unique visual artwork.

Standard 3:VISUAL ARTS: ELEMENTS AND PRINCIPLES—Students identify, understand, and apply the elements and principles of art using the language of the visual arts.

BENCHMARKS 6-8




Select and apply those elements and principles, which most effectively communicate particular ideas, messages, and options.

The student:

Communicates an idea, message or opinion, using selected elements and principles.

Describes the use of elements and principles of art, using appropriate art terms.

Create a circular and symmetrical artwork using the letters of your name and selected color schemes.

Describe how the principles of colors can enhance the idea or message of the artwork.

Use exemplary artwork to show elements and principles of color scheme. Use appropriate art terms to describe these sample artworks. Have students discuss the elements and principles of color and how they can enhance the idea or message of the artwork.

Apply spatial systems in creating artwork including linear and atmospheric perspectives.

The student:

Demonstrates understanding and application of linear and atmospheric perspectives.

Produce artwork that exhibits spatial systems that reveal an understanding of linear and atmospheric perspectives. Use one-point or two-point perspective, size variation, overlap, value, and converging lines to create the illusion of three-dimension.

Discuss and demonstrate effects of spatial systems used to exhibit linear and atmospheric perspectives. Demonstrate the use of horizontal lines, vanishing points (one or two depending on one-point or two-point perspective) and converging lines to create the illusion of depth. Show and explain exemplary artworks that exhibit spatial systems.

Apply color in complex ways, such as: apply basic color schemes related to primary, secondary, and tertiary colors; apply color relationships, such as complementary, analogous, monochromatic, full spectrum, and warm and cool; apply symbolic use of color; and apply properties of color such as hue, value, and intensity.

The student:

Uses color schemes and relationships in different combinations to demonstrate knowledge of color.

Make a color wheel using primary colors. Then mix two primary colors to make a secondary color. Make other combinations of primary and secondary colors to make other colors. Explain how the colors were made.

Show examples of color usage in pictures and discuss basic understanding of color: color wheel; primary, secondary, and tertiary colors; color schemes; and different combinations of color. Demonstrate the effects of different color schemes and combinations, such as complementary, analogous, monochromatic, and warm and cool colors. Have students discuss various color schemes.

Depict observation with greater accuracy and detail.

The student:

Creates an artwork with accuracy and detail from observing an object and identifies elements and principles used in the artwork.

Create artwork that exhibits accuracy and detail of an observed object, and identify elements and principles of art (such as line, shape, value, texture, proportion, and emphasis) used in the artwork.

Discuss paradigm of “seeing” with examples of artwork showing details with visual elements. Demonstrate elements and principles of art to depict visual details.

Show examples of value changes using cross-hatching technique, and describe line quality by varying thickness and direction of lines.

Standard 4:VISUAL ARTS: HISTORY AND CULTURE—Students understand the role the visual arts play in the lives of people in past and present cultures.

BENCHMARKS 6-8




Know, compare, and contrast the characteristics of artworks from various eras and cultures.

The student:

Compares and contrasts the characteristics of artwork from various cultures and eras.

Compare and contrast the characteristics and designs of Eskimo, Indian, and Pacific Islander totem poles.

Research, prepare, and present information on totem poles. Have students share prior knowledge of totem poles and discuss differences and similarities. Have students research, individually or collaboratively, totem poles and their meanings using books, magazines and the internet. Have students present their findings through charts, visual graphs, PowerPoint presentations, illustrated books, and/or brochures.

Analyze, describe, and demonstrate how factors of time, place, and culture influence visual characteristics that give unique meaning and value to works of art.

The student:

Analyzes and describes in writing or orally the influence of historical context in an artwork, including its meaning and value.

Produce a written or oral presentation which analyzes and describes the influence of the Vietnam war on cartoons and drawings.

Research, prepare, and present information on political cartoons. Have students share prior knowledge of political cartoons in terms of function and form. Have students research, individually or collaboratively, political cartoons using books, magazines, and the internet. Discuss impact of events on a timeline with respect to visual characteristics of political cartoons and drawings.

Standard 5:VISUAL ARTS: CREATIVE AND CRITICAL THINKING—Students reflect upon the meaning, nature, and value of one’s own works and the works of others through description, analysis, interpretation, and judgment.

BENCHMARKS 6-8




Critique artworks through the use of appropriate vocabulary, art elements, art principles, meaning, feeling, mood, and ideas.

The student:

Critiques artworks, orally or in writing, using appropriate vocabulary to describe the elements and principles applied to express feelings, moods, and ideas.

Research Tadashi Sato and three of his artworks. Write a reflective journal using art vocabulary to analyze and critique his artwork.

Introduce various artworks and ask questions to evoke responses. Have class discuss appropriate art vocabulary and how artwork can express feelings, moods, and ideas.

Conduct in-progress analysis of own work and make necessary modifications.

The student:

Uses self-assessment, peer-assessment, and/or teacher assessment to reflect on and analyze own artwork and make necessary modifications.

Create an artwork in the style of Tadashi Sato. Use peer discussion and self-assessment to analyze your own artwork and make necessary modifications.

Provide sample criteria for assessing and analyzing sample artworks. Have students discuss criteria and sample artworks. Have students create artwork to present to peers for analysis and modify artwork based on their analyses.

Describe and analyze how and why specific works of art were created.

The student:

Researches, describes, analyzes, and reports to class information about how and why specific well-known artworks were created.

Research Tadashi Sato and his artwork, “Aquarius” at the Capitol. Describe Tadashi Sato’s artwork at the Capitol and explain why the artwork is valued.

Provide samples of well-known artwork for students and discuss how and why some were created. Have students use the internet and library to research the cultural and historical influences on the artwork.

Describe the ways in which artists and cultures value their artistic expressions.

The student:

Describes ways in which artists and cultures value their artistic expressions.

Research Satoru Abe and his artwork at the Capitol. Describe Satoru Abe’s artwork at the Capitol and explain why the artwork is valued.

Present visual exemplars from various cultures which are considered valuable because of their artistic expression. Have students discuss the artworks, cultures, and why the artworks are valued.

Standard 6:VISUAL ARTS: CONNECTIONS—Students make connections between visual arts and the performing arts as well as other subject areas.

BENCHMARKS 6-8




Identify similarities and differences in art and other areas, such as the humanities, sciences, literature, and technology.

The student:

Recognizes and compares the similarities between art and other art forms and subject areas.

Draw a one-point perspective of a city. Explain the drawing in terms of proportion and size of objects using mathematical terms.

Discuss the similarities and differences of shape in art and math. Present examples of shapes used in art and math. Explain that perspective drawing can also relate to mathematical concepts. Then demonstrate perspective drawing using mechanical and technological tools. Discuss and explore the concept of perspective, depth, and proportion using manipulatives, videos, visual reproductions, and computer software. Have students do sample perspective drawings.

Standard 7:MUSIC: UNDERSTANDING AND APPLYING—Students sing a variety of music alone and with others.

BENCHMARKS 6-8




Sing independently with accurate pitch, rhythm, tone quality, diction, and posture.

The student:

Sings independently with appropriate pitch, rhythm, tone quality, diction, posture, steady beat.

Sings individually and in groups using music with a level of difficulty of 1-2.

Sing four bars of the national anthem “Star-Spangled Banner” or folk song at a music level of difficulty of 1-2 with appropriate pitch, rhythm, tone quality, posture, and steady beat. A piano and metronome may be used to match pitch and rhythm.

Sing “Star-Spangled Banner” in a small group for in-class assessments.

Present recordings with national anthems or folks songs. Have students sing with a piano, keyboard, recording, or instrument. Have students

a.sing with a metronome, recording, or with you conducting with a steady beat

b.listen to recordings which have appropriate tone quality

c.observe models and pictures of appropriate posture for singing

Have the class practice singing in small group and/or large groups. Record their singing for analysis.

Sing expressively with appropriate dynamics, breath control, and phrasing.

The student:

Sings expressively with appropriate dynamics, breath control, phrasing and nuance.

Sings and demonstrates understanding of text and style.

Sing “America” with expression by varying the dynamics, breath control, phrasing, and nuances of the text.

Sing your interpretation of the song, “Aloha Oe.”

Have students listen to various recordings and follow the expressive style of the recordings.

Demonstrate and/or play keyboard or recording of a song. Have students sing various interpretations of a song.

Sing from memory a variety of songs from diverse cultures and styles using two or more languages.

The student:

Sings from memory three songs from various cultures in their languages.

Sing “Hawaii Ponoi,” “Sakura,” and “Dona Nobis Pacem” in a small group from memory.

Show students the words and/or music to three songs (e.g., Hawaiian, Japanese, and Korean folk songs). Have students listen to a song and “follow along” with the melody by humming or vocalizing. Repeat recordings several times, take away the words, and have students sing-a-long.

Sing songs that include two-part harmony with a level of difficulty of 1-3.

The student:

Sings a two-part song using music with a level of difficulty of 1-2.

Sing “Frere Jacques” and “Dona Nobis Pacem” in a small group from memory.

Have students listen to recordings, instruments, or other voices and “follow along” with the melody by humming or vocalizing. Divide students into small groups to practice singing two-part songs. Have students sing in unison as a large group, then sing in smaller groups.

Sing in small and large groups demonstrating appropriate articulation, tone quality, balance, and blend while responding to the cues of a conductor.

The student:

Sings in small and large groups using appropriate articulation, tone quality, balance, and blend.

Responds to the cues of the conductor.

Sing “Star-Spangled Banner” in a small group demonstrating balance and blend.

Respond to the various tempo and dynamic cues given by the conductor when singing “Star-Spangled Banner.”

Have students sing in a group, and blending and making “one sound” by matching each others’ articulation and tone and balancing their voices by listening for the dynamics of the group. Identify students who need to blend-in and match pitch, and give individual help.

Demonstrate how students can follow the cues of a conductor. Have students respond and follow your cues by having them watch your hands, eyes, and body language.

Standard 8:MUSIC: UNDERSTANDING AND APPLYING—Students perform on instruments a variety of music alone and with others.

BENCHMARKS 6-8




Perform on at least one instrument accurately and independently while responding to the cues of a conductor.

The student:

Performs on an instrument accurately and independently according to the cues of the conductor performing music with a level of difficulty of 1-2.

Perform pieces or passages from “Balladair” by Frank Erickson accurately and independently.

Perform passages without distraction, hesitation, or errors while responding to the cues of a conductor.

Describe appropriate performance skills to perform music with a level of difficulty of 2.

Demonstrate how students can follow the cues of a conductor. Have students responds to the cues of the conductor by watching the conductor’s hands, eyes and body language, and listening to the group.

Perform with good tone quality and expression using proper posture; playing position; breath, bow or stick control; articulation; pitch; and dynamics.

The student:

Performs with appropriate tone quality; expression; posture; playing position; breath, bow, or stick control; articulation; pitch; dynamics.

Perform on an instrument with good tone quality, expression, posture, playing position, breath, bow or stick control, articulation, pitch, and dynamics during class assessments and concerts.

Conduct rehearsals and have students listen to recordings of professional musicians during rehearsals to develop good tone quality, expression, and dynamics of a piece of music.

Have class follow your expressive style conducting and give feedback to students about their performance.

Perform a variety of instrumental music from diverse cultures and styles with appropriate expression.

The student:

Performs music from diverse cultures and styles with appropriate expression.

Perform “Rim Shot Blues” by James Ployhar in a jazz style.

Conduct rehearsals with music from various cultures and styles, and have students listen to recordings of various cultural and musical styles. Have students perform short etudes/exercises which reinforce different jazz styles.

Perform music with a level of difficulty of 1-3 in small and large instrumental groups.

The student:

Performs music with a level of difficulty of 1-2 in small and large instrumental groups.

Perform “Rim Shot Blues” by James Ployhar in small and large instrumental groups.

Conduct rehearsals and have students perform in small and large ensembles using music with a level of difficulty of 1-2.

Standard 9:MUSIC: UNDERSTANDING AND APPLYING—Students improvise patterns, melodies, variations, and accompaniments.

BENCHMARKS 6-8




Improvise rhythmic and melodic accompaniments using an instrument or the voice for a variety of music.

The student:

Improvises easy rhythmic and melodic accompaniment.

Improvise a 4-bar phrase using quarter-, eighth-, and sixteenth-note rhythms for accompaniment

Demonstrate improvisation using quarter-, eighth-, and sixteenth-note rhythms for accompaniment. Have students improvise an accompaniment while you play the melody.

Improvise “answers” to rhythmic and melodic phrases in a variety of styles.

The student:

Improvises “answer” to easy rhythmic and melodic phrases in a variety of styles.

Improvise a rhythmic “answer” to a 4-bar rhythmic “question” in classical and jazz styles using quarter-, eig