1 International School of Turin Arts Scope and Sequence Adapted from IB Arts scope and sequence
2 Learning Continuums for the ARTS Scope and Sequence Responding The process of responding provides students with opportunities to respond to their own and other artists works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama, dance, music and visual arts, including using specialized language. Students consider their own and other artists works in context and from different perspectives in order to construct meaning and inform their own future works and processes. The responding strand is not simply about reflecting; responding may include creative acts, and encompasses presenting, sharing and communicating one s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them. The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Learners are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands. Overall expectations Phase 1 Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others. Phase 2 Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind. Phase 3 Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world. Phase 4 Learners show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyse different art forms and identify common or recurring themes or issues. They recognize that there are many ways to enjoy and interpret arts. They accept feedback from others.
3 Learning Continuum for Responding Phase 1 Phase 2 Phase 3 Phase 4 We enjoy and experience different forms of arts. The art is a means of communication and expression. People make meaning through the use of symbols. People share art with others. We express our responses to artwork in a variety of ways. We reflect on our artwork and the work of other We are receptive to art practices and artworks from different cultures, places and times (including our own). People communicate ideas, feelings and experiences through the arts. We can reflect on and learn from the different stages of creating. There is a relationship between the artist and the audience. When experiencing arts, we make connections between different cultures, places and times. People explore issues, beliefs and values through arts. There are different kinds of audiences responding to different arts. We use what we know to interpret arts and deepen our understanding of ourselves and the world around us. Through exploring arts across cultures, places and times we can appreciate that people innovate. People communicate across cultures, places and times through arts. The arts provide us with multiple perspectives. We reflect and act on the responses to our creative work. show curiosity about live and recorded dance performances describe the ideas and feelings communicated through body movements identify and explain why certain body postures and movements communicate certain ideas and feelings audience etiquette and appropriate responses such as watching, listening and responding to favourite parts of the performance respond to dance through spoken, written, visual and/ or kinesthetic mediums. compare a variety of dance genres over time to the contemporary dance form of their culture recognize the theme of a dance and communicate their personal interpretation identify dance components such as rhythm and use of space in their own and others dance creations describe and evaluate the learnings and understandings developed through their exploration of dance realize that there is a dynamic connection between the audience and performer. recognize that dance plays an innovative role in communicating ideas within cultures and societies reflect on their personal and family history and make connections with cultural and historical dance forms consider the composition of an audience when preparing an effective formal and/or informal presentation reflect on artistic processes in dance achievements and how to incorporate new ideas into future work recognize how dance can be used to express and understand our inner thoughts and our understanding of the world around us. investigate a cultural or historical dance form and identify how it communicates artistic, ritual or social issues, beliefs or values recognize the role and relevance of dance in their own society through exposure to a variety of performers and their perspectives analyse how the meanings of movements can change in various cultural and historical contexts analyse and integrate the reflections of others into the creative process when evaluating and improving.
4 respond to live performances, stories and plays from other times and/or places talk about ideas and feelings in response to dramatic performances display audience etiquette and appropriate responses realize that dramatic conventions are used to craft performance use materials to symbolically show location and character respond to dramatic ideas through spoken, visual, auditory and Kinesthetic mediums. use voice to imitate sounds and learn songs bring music from home to share describe the differences in music move their bodies to express the mood of the music describe how music makes them feel distinguish the sounds of different instruments in music listen to music and create their own work in response express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion) explore body and unturned percussion instrument sounds recognize different sources compare varied styles of performance with drama from their own culture use drama performance to tell stories about people and events from various cultures, including their own discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance describe and evaluate the learning and understandings developed through their exploration of drama describe the dynamic connection between the audience and performer. sing individually and in unison recognize music from a basic range of cultures and styles express their responses to music from different cultures and styles create a musical composition to match the mood of a visual image (for example, paintings, photographs, film) explore individually or collectively a musical response to a narrated story reflect on and communicate their reactions to music using musical vocabulary record and share the stages of the process of creating a composition share performances with each other and give constructive criticism. discuss aspects of drama that illustrate relationships between culture, history and location explore how dramatic meaning illustrates the values, beliefs and observations of an individual or community consider the composition of an audience when preparing an effective formal and/or informal presentation reflect on achievement and challenges and how they can incorporate these influences in future work recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons sing with accuracy and control focusing awareness on the musical elements sing partner songs discuss music that relates to social issues and/or values compare aspects of music from different times and places create and perform a movement sequence accompanied by music that they have created share and compare their experiences as audience members at various performances describe the process used to create their own music and compare it with others, in order to improve their compositions describe how drama plays an innovative role in communicating ideas within cultures and societies understand the role and relevance of drama in their own society through exposure to a variety of performers and their perspectives reflect on a variety of dramatic forms to identify new understandings within the arts recognize and explore some of the different roles in theatre use responses to drama to adapt and improve work, considering the original intention. sing individually and in harmony explain the role and relevance of music in their own culture, its uses and associations through place and time interpret and explain the cultural and/or historical perspectives of a musical composition modify their practices and/or compositions based on the audiences responses explore different artistic presentations that are/ were innovative and their implications.
5 of music in daily life recognize that sound can be notated in a variety of ways. enjoy experiencing artworks show curiosity and ask questions about artworks describe what they notice about an artwork identify the materials and processes used in the creation of an artwork analyse the relationships within an artwork and construct meanings communicate their initial responses to an artwork in visual, oral or physical modes make personal connections to artworks express opinions about an artwork create artwork in response to a variety of stimuli. investigate the purposes of artwork from different times, places and a range of cultures including their own sharpen their powers of observation identify the formal elements of an artwork use appropriate terminology to discuss artwork describe similarities and differences between artworks identify the stages of their own and others creative processes become an engaged and responsive audience for a variety of art forms. analyse different compositions describing how the musical elements enhance the message reflect upon how their music expresses their personal voice and the impact it has on others. compare, contrast and categorize artworks from a range of cultures, places and times identify and consider the contexts in which artworks were made use their knowledge and experiences to make informed interpretations of artworks reflect on their own and others creative processes to inform their thinking use relevant and insightful questions to extend their understanding recognize that different audiences respond in different ways to artworks provide constructive criticism when responding to artwork. explain the cultural and historical perspectives of an artwork understand the role and relevance of visual arts in society reflect on the factors that influence personal reactions to artwork reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities critique and make informed judgments about artworks.
6 Creating The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Students are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands. Overall expectations Phase 1 Learners show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognize that they use symbols and representations to convey meaning in their work. Phase 2 Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms. Phase 3 Learners show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their work and recognize that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others. Phase 4 Learners show an understanding that their own creative work in dance, drama, music and visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their work. They recognize that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world.
7 Learning Continuum for Creating Phase 1 Phase 2 Phase 3 Phase 4 We can enjoy and learn from creating art. The creative process involves joining in, exploring and taking risks. In creating art, people make choices to construct meaning about the world around them. We can express ourselves through arts. Our experiences and imagination can inspire us to create. We can communicate our ideas, feelings and experiences through our artwork. We solve problems during the creative process by thinking critically and imaginatively. Applying a range of strategies helps us to express ourselves. We are receptive to the value of working individually and collaboratively to create art. Arts have the power to influence thinking and behaviour. We make connections between our artwork and that of others to extend our thinking. We can explore our personal interests, beliefs and values through arts. We act on the responses to our artwork to inform and challenge our artistic development. We explore a range of possibilities and perspectives to communicate in broader ways through our creative work. Arts provide opportunities to explore our creative potential and engage in a personal artistic journey. respond to word, rhythm and/or music through movements communicate and express feelings through body movements explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation. move freely through the space to show levels of low, medium and high and change of direction use stimulus materials to extend the body and enhance body movements such as streamers, scarves, props and costumes develop physical awareness in using create movement to various tempos interpret and communicate feeling, experience and narrative through dance design a dance phrase with a beginning, middle and ending create movement that explores dimensions of direction, level and shape develop physical balance and coordination share dance with different audiences by participating, listening and watching work cooperatively towards a common goal, taking an active part in explore various sources of musical and natural rhythms such as beat, breath, emotional and environmental rhythms investigate and perform a cultural or historical dance form with an understanding of the function of the dance form as artistic, ritual or social perform increasingly more difficult sequences with control create movement to show contrast in designs such as symmetry/asymmetry and opposition/succession develop physical flexibility improvise to create various movements for specific purposes choreograph movement to music, word and sound choreograph performance to express and communicate an idea, feeling, experience, relationship or narrative. create and perform in a variety of dance genres and cultural dance types show physical confidence in the use of their bodies work to develop each other s ideas during the creative
8 isolated body movements and gross motor skills explore different types of movements such as travelling, jumping and turning develop the ability to cooperate and communicate with others in creating dance work individually or in groups with trust and confidence. engage in imaginative play using a range of stimuli develop the ability to cooperate and communicate with others in creating drama explore basic bodily movements and the use of space explore familiar roles, themes and stories dramatically create roles in response to props, set and costumes work individually or in groups with confidence. a creative experience consider and maintain appropriate behaviours in dance, as an audience member or as a performer, by listening, watching and showing appreciation. share drama with different audiences by participating, listening and watching identify with characters through role- play development use performance as a problem- solving tool work cooperatively towards a common goal, taking an active part in a creative experience make use of simple performance conventions to share ideas consider and maintain appropriate behaviours in drama, as an audience member or as a performer value and develop imaginary roles or situations. and strength experience varying groupings when performing dance, including ensemble performance express their unique values, beliefs and interests through a dance form interpret and replicate a variety of dance styles and genres. create a devised or scripted performance for a particular audience or purpose make artistic choices about role, situation and context identify how cultural connections can be made with different types of drama identify and develop the personal and related skills encountered through the drama experience find appropriate ways to communicate specific meaning using dramatic action express their unique values, beliefs and interests through a dramatic form interpret written dialogues or scenarios. process analyse and integrate the reflections of others into the creative process when evaluating and improving. manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts work to develop each other s ideas during the creative process create and perform a sequential drama that explores a particular issue by experimenting with different dramatic forms consider the skills and techniques used by a range of drama practitioners in the performing arts show an awareness of audience and adapt performances accordingly consider the advice and feedback of others as an essential part of the creative process explore writing for performance.
9 use vocal sounds, rhythms and instruments to express feelings or ideas create and accompany music using a variety of sounds and instruments play un tuned percussion instruments in time with a beat use the voice and body to create musical patterns explore sound as a means of expressing imaginative ideas recreate sounds from familiar experiences participate in performing and creating music both individually and collectively record their personal, visual interpretation of elements of sound (for example, loud/ soft, high/low, fast/slow) create their own basic musical instruments. engage with, and enjoy a variety of visual arts experiences select tools, materials and processes for specific purposes combine different formal elements to create a specific effect realize that their artwork has meaning use their imagination and experiences to inform their art making create artwork in response to a range of stimuli take responsibility for the care of explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings express one or more moods/feelings in a musical composition create music to represent different cultures and styles create a soundscape based on personal experiences collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast) read, write and perform simple musical patterns and phrases create music for different purposes. identify, plan and make specific choices of materials, tools and processes sharpen their powers of observation demonstrate control of tools, materials and processes make predictions, experiment, and anticipate possible outcomes combine a variety of formal elements to communicate ideas, feelings and/or experiences identify the stages of their own and others creative processes create a musical composition expressing their own ideas and feelings on a social issue deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends) create and perform a movement sequence using known musical elements improvise upon a basic pattern to reinforce the importance of the individual within the group create and record a composition focusing on form, structure and style to give more meaning to their message express themselves as individuals through musical composition read and write music using non- traditional notation. show awareness of the affective power of visual arts make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures create artwork for a specific audience use a personal interest, belief or value as the starting point to create a piece of artwork use a range of strategies to solve create music that will be continually refined after being shared with others present, in small groups, innovative musical performances on a selected issue incorporate the other arts and available resources in order to broaden their creative expression read and write music in traditional and/or nontraditional notation. Visual Art Learning Outcomes become increasingly independent in the realization of the creative process adjust and refine their creative process in response to constructive criticism identify factors to be considered when displaying an artwork utilize a broad range of ways to make meaning select, research and develop
10 tools and materials take responsibility for their own and others safety in the working environment participate in individual and collaborative creative experiences. consider their audience when creating artwork. problems during the creative process. an idea or theme for an artwork develop an awareness of their personal preferences Practical learning experiences A selection of Art activities must be made available throughout the day including the following: Pencil, large easy to grip crayons and chalk, fat markers, watercolour paints. Apply paint in different ways hands, feet, sponges, printing pads, brushes. Material and paper collage with a variety of textures, patterns, colours and shapes Tearing, cutting (begin to teach scissor control), folding, arranging, pasting and gluing paper Dough: exploring its possibilities and limitations. Assisted construction using collected and found object
11 Practical learning experiences A selection of Art activities must be made available throughout the day including the following: Pencil, large easy to grip crayons and chalk, fat markers, watercolour paints. Apply paint in different ways hands, feet, sponges, printing pads, brushes. Material and paper collage with a variety of textures, patterns, colours and shapes Tearing, cutting (begin to teach scissor control), folding, arranging, pasting and gluing paper Dough: exploring its possibilities and limitations. Assisted construction using collected and found objects Practical learning experiences Free Art activities still to be available sometime during the week to encourage continuing experimentation. Art lessons now link to unit of inquiry. Drawing Experiment with variety of drawing tools/materials; pencil, crayon, pastel, chalk and charcoal. Draw from imagination. Begin drawing from observations Painting Experiment with colour mixing Sort objects or materials into colours and textures Use thick and thin brushes for different effects 3D and Clay Create a 3D form of given subject using wood, junk materials and paper products Explore the properties of clay through free experimenting and making simple models Textiles and collage Explore texture through 2D textile collage Weave simple patterns using strips of both straight and curved paper. Practical learning experiences Art skills are taught alongside time for students to experiment with what they have learned. Drawing Use chalk, pastel, crayons and charcoal with a growing understanding of their potential Draw from observation with increasing awareness of what they are trying to draw. Begin to show awareness of how to create light and dark. Select different grades of pencil to create desired effect. Develop finer motor skills for detail and begin to use hatching, crosshatching and smudging. Painting Know the terms secondary and primary colours Use knowledge of mixing secondary colours. Use different types of brushes and tools to create varying effects Explore the properties of paint through experiments. 3D and Clay Practical learning experiences With an understanding of how media can be used for effect, students start to develop a style of their own. Drawing Make accurate observations from still life To use drawing tools to create different effects, textures and lines Painting Experiment with watercolour techniques Mix colours with more accuracy when painting from observation. Show control of paint and tools through mixing colours to the right consistency and selecting correct brush style and size. Paint from observation and imagination Create Art work in the style of another artist. Printmaking Explore images and patterns through printing Develop understanding of construction using different modelling methods Use pinch methods with 3d and Clay Make 3d models out of
12 Use a variety of printing materials and methods; monoprint, vegetable and sponge Take rubbings from different textured surfaces identify the stages of their own and others creative processes consider their audience when creating artwork. increased control to create varying thickness Create clay or dough work with decoration and texture Introduce tools for creating texture Introduce slab technique for making a pot. Textiles and collage Explore texture through 2D textile collage Weave simple patterns using different materials Printmaking Use a variety of printing materials and methods such as using rollers. Explore images and patterns through printing clay and other materials. Use a variety of tools and techniques with clay Replicate a clay model from another culture Learn the technique of using coils and joining clay. Textiles Use different stitching and fabric collage for specific use; pillow case, skirt etc (Unit of Inquiry) Learn the method of screen printing to create a persuasive design or logo Explore and use fabric dyeing to create different effects (batik, tie dye Printmaking Transfer observational drawings and designs onto a polystyrene printing block Know how to use rollers and printing ink with growing independence. Continue experimenting with different printing materials Use printing techniques for a specific task.
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Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
Year 9 Unit 1 Chords into jazz Unit summary Title Key objective Musical ingredients Features of musical elements Development of skills Outcomes Chords into jazz Learning how jazz musicians use chords as
Music Programmes of study for Key Stages 1-3 February 2013 Contents Purpose of study 3 Aims 3 Attainment targets 3 Subject content 4 Key Stage 1 4 Key Stage 2 4 Key Stage 3 5 2 Purpose of study Music is
The street is the setting for this unit of buskers and flash mobs. The children explore Ravel s Boléro through rhythmical mime, learn songs with instrumental accompaniments, and create a dance to build
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions
Singing Singing is a fundamental and universal form of expression that requires active listening skills. sing, alone and with others, a varied repertoire of music. demonstrate an understanding that singing
- FAVORITE SONGS AND MUSIC ACTIVITIES FOR ELEMENTARY TEACHERS AND THEIR STUDENTS Sponsored by the FINE ARTS division of the Utah State Office of Education Featuring practical music lessons coffelated to
stage 3 > unit 1 > Feathers & Wings SUBJECT MATTER Other Living Things DURATION 4 OUTCOMES & INDICATORS VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways. Examines
CSD Performance Standards for Art and Design describe what Campbellsport School District students will know and be able to do within this subject area. Each CSD performance standard is aligned to one or
THE VISUAL ARTS Head of Department: Dawn Clarke Year 7 VISUAL ARTS - Core Subject One Term This is a general art program where students will explore aspects from the following practical areas; painting,
This unit embarks on a musical journey through the solar system, exploring how our universe inspired composers including Debussy, Holst and George Crumb. The children learn a song, and compose pieces linked
curriculum links - Northern Ireland Key Stage 1 Zone Bible Worship Community The Bible is used in worship. Jesus teaching about love, forgiveness and obedience. The Bible is used in worship. People can