Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment Early Elementary Kindergarten through Second Grade Fine Arts State Goal 25: The students will be able to know the language of the arts. Learning Standard A. The students will be able to understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.1a Dance: The students will be able to identify the elements of personal and shared space, direction in space, quick and slow speed, firm and fine force; the principles of AB choreographic form and sequence; and the expressive qualities of mood and emotion. Benchmark 25.A.1b Drama: The students will be able to understand the elements of acting, locomotors and non-locomotors movement, vocal and non-vocal sound, story making; the principles of plot, character, setting, problem/resolution and message; and the expressive characteristics of simple emotions. Benchmark 25.A.1c Music: The students will be able to identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat). Performance Standard 25.A.1c.1: Students will be able to identify the following sensory elements: up, down, repeat (visual) [Kindergarten I, First Grade D, Second Grade M]; up, down, repeat (aural) [Second Grade I]; form (rondo [Kindergarten I, First Grade D, Second Grade M], AB [First Grade I, Second Grade D], ABA [First Grade I, Second Grade D], and theme and variation [Second Grade I]). Performance Standard 25.A.1c.2: Students will be able to recognize a steady beat [Kindergarten I, First Grade D, Second Grade M], clap a steady beat [First Grade I, Second Grade D], recognize duple and triple meter (aural) [Second Grade I], and repeat short rhythm patterns [Second Grade I]. Performance Standard 25.A.1c.3: Students will be able to recognize the following musical elements: step, skip [Second Grade I]; piano, April 2002 clark curriculum consulting Page 1 of 27
forte [First Grade I, Second Grade D]; and fermata [Second Grade I]. Performance Standard 25.A.1c.4: Students will be able to recognize and maintain a steady beat. (Kindergarten I, First Grade D, Second M) Performance Standard 25.A.1c.5: Students will be able to identify rhythm patterns. (First Grade I) (Second Grade D) Performance Standard 25.A.1c.6: Students will be able to recognize dynamics, step vs. skip, melody, end bar, and repeat sign. (First Grade I) (Second Grade D) Performance Standard 25.A.1c.7: Students will be able to recognize and demonstrate changes in tempo and the fermata. (Second Grade D/I) Performance Standard 25.A.1c.8: Students will be able to recognize songs in meters of 3 or 2/4. (Second Grade I) Performance Standard 25.A.1c.9: Students will be able to differentiate between long and short duration and high and low pitch. (First Grade I) (Second Grade D) Performance Standard 25.A.1c.10: Students will be able to recognize and demonstrate the forms of AB, ABA, [verse, refrain First Grade I], and 1 st and 2 nd endings. (Second Grade I) Performance Standard 25.A.1c.11: Students will be able to recognize and demonstrate the function of the tie and slur. (Second Grade I) Performance Standard 25.A.1c.12: Students will be able to differentiate between loud and soft dynamics, fast and slow tempo, sound and silence, line/space notes, up and down, and repeat. (Kindergarten I) (First Grade D) (Second Grade M) Benchmark 25.A.1d Visual Arts: The students will be able to identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. April 2002 clark curriculum consulting Page 2 of 27
Performance Standard 25.A.1d.1: Students will be able to the kinds of design element laws. (Kindergarten through Second Grade I) Performance Standard 25.A.1d.2: Students will be able to recognize and create shapes. (Kindergarten through Second Grade I) Performance Standard 25.A.1d.3: Students will be able to identify and use space to create a design. (Kindergarten through Second Grade I) Performance Standard 25.A.1d.4: Students will be able to use color to create a variety of designs. (Kindergarten through Second Grade I) Performance Standard 25.A.1d.5: Students will be able to identify and create works of art using texture. (Kindergarten through Second Grade I) Learning Standard B. The students will be able to understand similarities, distinctions and connections in and among the arts. Benchmark 25.B.1: The students will be able to identify similarities in and among the arts (e.g., pattern, sequence and mood). Performance Standard 25.B.1.1: Students will be able to identify art terms and vocabulary. (Kindergarten through Second Grade I) State Goal 26: The students will be able to, through creating and performing, understand how works of art are produced. Learning Standard A. The students will be able to understand processes, traditional tools and modern technologies used in the arts. Benchmark 26.A.1a Dance: The students will be able to understand that the body is the primary tool of dance and identify secondary tools (e.g., pictures, visual aids, words, props and recordings). Benchmark 26.A.1b Drama: The students will be able to understand the tools of body, mind, voice and simple visual/aural media and the processes of planning, practicing and collaborating used to create or perform drama/theatre. Benchmark 26.A.1c Music: The students will be able to identify a variety of sounds and sound sources (e.g., instruments, voices and environmental sounds). Performance Standard 26.A.1c.1: Students will be able to visually recognize the percussion, bass, woodwinds, and string families. April 2002 clark curriculum consulting Page 3 of 27
(Kindergarten I) (First Grade D) (Second Grade M) Performance Standard 26.A.1c.2: Students will be able to aurally identify instrument families. (Kindergarten I) (First Grade D) (Second Grade M) Performance Standard 26.A.1c.3: Students will be able to identify family members of instrument families. (Second Grade D/I) Benchmark 26.A.1d Music: The students will be able to relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds. Performance Standard 26.A.1d.1: Students will be able to recognize the staff, treble clef, quarter note, whole note, half note, and dotted half note. (Kindergarten I) (First Grade D) (Second Grade M) Performance Standard 26.A.1d.2: Students will be able to recognize quarter rest, whole rest, and half rest. (Second Grade D/I) Performance Standard 26.A.1d.3: Students will be able to recognize quarter rest. (First Grade I) Performance Standard 26.A.1d.4: Students will be able to name notes and identify structure of the treble clef. (First Grade I) (Second Grade D) Performance Standard 26.A.1d.5: Students will be able to write and identify line/space notes. (First Grade I) (Second Grade D) Benchmark 26.A.1e Visual Arts: The students will be able to identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. Performance Standard 26.A.1e.1: Students will be able to use tools necessary to create artwork. (Kindergarten through Second Grade I) Learning Standard B. The students will be able to apply skills and knowledge necessary to create and perform in one or more of the arts. Benchmark 26.B.1a Dance: The students will be able to perform basic locomotors, non-locomotors movements and traditional dance forms and create simple dance sequences. April 2002 clark curriculum consulting Page 4 of 27
Benchmark 26.B.1b Drama: The students will be able to demonstrate individual skills (e.g., vocalizing, listening, moving, observing, concentrating) and group skills (e.g., decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations. Benchmark 26.B.1c Music: The students will be able to sing or play on classroom instruments a variety of music representing diverse cultures and styles. Performance Standard 26.B.1c.1: Students will be able to play instruments rhythmically. (Kindergarten I) (First Grade D) (Second Grade D) Performance Standard 26.B.1c.2: Students will be able to match pitch, follow melody, and tonal memory. (Kindergarten I) (First Grade D) (Second Grade D) Performance Standard 26.B.1c.3: Students will be able to play rhythmically and with proper technique. (First Grade D) (Second Grade D) Performance Standard 26.B.1c.4: Students will be able to match pitch and sing a melody (Kindergarten I) (First Grade D) (Second Grade D) Benchmark 26.B.1d Visual Arts: The students will be able to demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. State Goal 27: The students will be able to understand the role of the arts in civilizations, past and present. Learning Standard A. The students will be able to analyze how the arts function in history, society and everyday life. Benchmark 27.A.1a: The students will be able to identify the distinctive roles of artists and audiences. Performance Standard 27.A.1a.1: Students will be able to be familiar with life and works of composers. (Kindergarten I)(First Grade I/D)(Second Grade I/D) Performance Standard 27.A.1a.2: Students will be able to recognize major works of art. (Kindergarten through Second Grade I) Benchmark 27.A.1b: The students will be able to identify how the arts contribute to communication, celebrations, occupations and recreation. April 2002 clark curriculum consulting Page 5 of 27
Learning Standard B. The students will be able to understand how the arts shape and reflect history, society and everyday life. Benchmark 27.B.1: The students will be able to know how images, sounds and movement convey stories about people, places and times. Performance Standard 27.B.1.1: Students will be able to develop an understanding of how artwork contributes to our daily life. (Kindergarten through Second Grade I) April 2002 clark curriculum consulting Page 6 of 27
Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment Late Elementary Third through Fifth Grade Fine Arts State Goal 25: The students will be able to know the language of the arts. Learning Standard A. The students will be able to understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.2a Dance: The students will be able to identify the describe the elements of pathways, level, focus, range in space, sustained and percussive qualities of speed; the principles of ABA and round choreographic form, contrast and repetition; and the expressive qualities of mood and emotion. Benchmark 25.A.2b Drama: The students will be able to understand the elements of acting, scripting, speaking, improvising, physical movement, gesture, and picturization (shape, line, and level); the principles of conflict/resolution and theme; and the expressive characteristics of mood and dynamics. Benchmark 25.A.2c Music: The students will be able to identify elements and expressive qualities such as tone color, harmony, melody, form (rondo, theme and variation), rhythm/meter and dynamics in a variety of musical styles. Performance Standard 25.A.2c.1: Students will be able to identify the following sensory elements: long, short, fast, slow, high, low, loud, and soft. (Third Grade D) (Fourth Grade D) Performance Standard 25.A.2c.2: Students will be able to identify the following sensory elements: up, down, melody, and harmony. (Third Grade I) (Fourth Grade D) Performance Standard 25.A.2c.3: Students will be able to identify with the following forms: AB, ABA, rondo. (Third Grade I) (Fourth Grade D) Performance Standard 25.A.2c.4: Students will be able to identify duple and triple meters. (Fourth Grade I) Performance Standard 25.A.2c.5: Students will be able to identify the following musical elements: ritardando, crescendo, decrescendo, and fermata. (Fourth Grade I) Performance Standard 25.A.2c.6: Students will be able to identify the following musical forms: theme and variations. (Fourth Grade I) April 2002 clark curriculum consulting Page 7 of 27
Performance Standard 25.A.2c.7: Students will be able to identify clap and/or play simple rhythms using whole note, half note, quarter note, eighth note, sixteenth note, and dotted half note. (Fifth Grade D) Performance Standard 25.A.2c.8: Students will be able to identify fortissimo (f) and piano (p). (Fifth Grade D) Performance Standard 25.A.2c.9: Students will be able to illustrate dynamic markings in singing or playing instruments. (Fifth Grade D) Performance Standard 25.A.2c.10: Students will be able to identify harmony that is played or sung; the melody line when listening or reading music; musical forms AB and ABA; chorus, verses, and refrains; and different musical styles (country, rock, folk, and jazz). (Fifth Grade D) Performance Standard 25.A.2c.11: Students will be able to match pitches songs and accapella. (Fifth Grade D) Performance Standard 25.A.2c.12: Students will be able to identify meters and conduct 2/4, ¾, and 4/4. (Fifth Grade M) Performance Standard 25.A.2c.13: Students will be able to read, recognize, and identify rhythms in chorus music. (Fifth Grade Chorus D/M) Performance Standard 25.A.2c.14: Students will be able to match pitches/unison (all fifth graders should sing unison). (Fifth Grade Chorus M) Performance Standard 25.A.2c.15: Students will be able to use easy 2-part music and demonstrate melody and harmony in songs. (Fifth Grade Chorus D/M) Performance Standard 25.A.2c.16: Students will be able to perform instruments with chorus. (Fifth Grade Chorus M) Performance Standard 25.A.2c.17: Students will be able to demonstrate the different sounds April 2002 clark curriculum consulting Page 8 of 27
each band instrument creates; differentiating between brass, woodwinds and percussion families. (Fifth Grade Band D) Performance Standard 25.A.2c.18: Students will be able to demonstrate 2-part songs and exercises, then progressing to playing full band arrangements. (Fifth Grade Band I) Performance Standard 25.A.2c.19: Students will be able play songs in the beginning band book, which includes rounds and ABA form. (Fifth Grade Band D) Performance Standard 25.A.2c.20: Students will be able to play selections in the beginning band book, which include 4/4, ¾ and 2/4 meter and use the following notes and rests: whole, half, quarter, eighth, dotted half and dotted quarter (percussionists use 16 th ). (Fifth Grade Band D) Performance Standard 25.A.2c.21: Students will be able to use piano, forte, mezzo, crescendo, diminuendo and the term of dynamics. (Fifth Grade Band D) Performance Standard 25.A.2c.22: Students will be able to play beginning band selections and take melody, harmony, rhythm, dynamics, form and different instrument families to make and express a piece of band music. (Fifth Grade Band I) Performance Standard 25.A.2c.23 Students will be able to read, recognize, and identify rhythms in chorus music. (Fifth Grade Chorus D/M) Performance Standard 25.A.2c.24: Students will be able to illustrate and perform song as read. (Fifth Grade Chorus M) Performance Standard 25.A.2c.25: Students will be able to differentiate between loud and soft dynamics, fast and slow tempo, and sound and silence. (Third Grade R) April 2002 clark curriculum consulting Page 9 of 27
Performance Standard 25.A.2c.26: Students will be able to differentiate between long and short duration and high and low pitch. (Third Grade M) (Fourth Grade R) Performance Standard 25.A.2c.27: Students will be able to identify the following sensory elements: up, down, repeat (visual) [Third Grade R]; up, down, repeat (aural) [Third Grade D, Fourth Grade M, Fifth Grade R]; melody, harmony (aural) [Third Grade I, Fourth Grade D, Fifth Grade M]; form (rondo [Third Grade R], AB [Third Grade M, Fourth Grade R], ABA [Third Grade M, Fourth Grade R], and theme and variation [Third Grade D, Fourth Grade M, Fifth Grade R). Performance Standard 25.A.2c.28: Students will be able to recognize a steady beat [Third Grade R]; clap a steady beat [Third Grade M, Fourth Grade R]; recognize duple and triple meter (aural) [Third Grade D, Fourth Grade M, Fifth Grade R]; conduct duple and triple meter [Third Grade I, Fourth Grade D, Fifth Grade M]; repeat short rhythm patterns [Third Grade D, Fourth Grade M, Fifth Grade R]; repeat short rhythm patterns; read and clap/play patterns using quarter, half, dotted half and whole notes [Third Grade I, Fourth Grade D]; read and clap/play patterns using 8 th notes and rests [Fourth Grade I, Fifth Grade D]; read and clap/play patterns using 16 th notes [Fifth Grade I]. Performance Standard 25.A.2c.29: Students will be able to recognize the following musical elements: step, skip [Third Grade D, Fourth Grade M, Fifth Grade R]; piano, forte [Third Grade M, Fourth Grade R] ; pp, mp, mf, ff [Third Grade I, Fourth Grade D, Fifth Grade M]; crescendo, decrescendo [Third Grade I, Fourth Grade D, Fifth Grade M]; fermata [Third Grade D, Fourth April 2002 clark curriculum consulting Page 10 of 27
Grade M, Fifth Grade R]; and ritardando [Third Grade I, Fourth Grade D, Fifth Grade M]. Benchmark 25.A.2d Visual Arts: The students will be able to identify and describe the elements of 2-and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. Performance Standard 25.A.2d.1: Students will be able to the kinds of design element laws. (Third Grade I) Performance Standard 25.A.2d.2: Students will be able to recognize and create shapes. (Third Grade I) Performance Standard 25.A.2d.3: Students will be able to identify and use space to create a design. (Third Grade I) Performance Standard 25.A.2d.4: Students will be able to use color to create a variety of designs. (Third Grade I) Performance Standard 25.A.2d.5: Students will be able to identify and create works of art using texture. (Third Grade I) Performance Standard 25.A.2d.6: Students will be able to use line to create a composition and shapers to effectively develop a composition. (Fourth Grade D) Performance Standard 25.A.2d.7: Students will be able to incorporate space into composition and display knowledge of color when creating a composition. (Fourth Grade D) Performance Standard 25.A.2d.8: Students will be able to use texture to create a composition. (Fourth Grade D) Performance Standard 25.A.2d.9: Students will be able to make a contour line drawing, a blind contour line drawing, complete a value chart (chiaroscuro), and identify the difference between shape and form. (Fifth Grade D) Performance Standard 25.A.2d.10: Students will be able to use the proper way of handling clay April 2002 clark curriculum consulting Page 11 of 27
and explore different techniques used with watercolors. (Fifth Grade I) Performance Standard 25.A.2d.11: Students will be able to identify the positive and negative space and the different principles of art. (Fifth Grade I) Learning Standard B. The students will be able to understand the similarities, distinctions and connections in and among the arts. Benchmark 25.B.2: The students will be able to understand how elements and principles combine within an art form to express ideas. Performance Standard 25.B.2.1: Students will be able to identify art terms and vocabulary. (Third Grade I) Performance Standard 25.B.2.2: Students will be able to identify the following similarities in the arts: all use patterns and all create moods. (Third Grade I) (Fourth Grade D) Performance Standard 25.B.2.3: Students will be able to identify art terms and vocabulary. (Fourth Grade D) State Goal 26: The students will be able to, through creating and performing, understand how works of art are produced. Learning Standard A. The students will be able to understand processes, traditional tools and modern technologies used in the arts. Benchmark 26.A.2a Dance: The students will be able to describe processes (e.g., conditioning, practicing) used to prepare the body as a tool of dance and how visual aids, stories, poetry, props, music and technology are used for performance of dance. Performance Standard 26.A.2a.1: Students will be able to demonstrate swing and square dance. (Fifth Grade I) Performance Standard 26.A.2a.2 Students will be able to demonstrate different types of dance square, pop, country, rock and roll. (Fifth Grade Chorus I) Performance Standard 26.A.2a.3 Students will be able to perform dance with musical. (Fifth Grade Chorus M) Benchmark 26.A.2b Drama: The students will be able to describe various ways the body, mind and voice are used with acting, April 2002 clark curriculum consulting Page 12 of 27
scripting and staging processes to create or perform drama/theatre. Benchmark 26.A.2c Music: The students will be able to classify musical sound sources into groups (e.g., instrumental families, vocal ranges, solo/ensembles). Performance Standard 26.A.2c.1: Students will be able to demonstrate the ability to identify how a sound is produced: blow, bow, strike, shake, etc. (Third Grade D) (Fourth Grade D) Performance Standard 26.A.2c.2: Students will be able to classify instruments according to their family: brass, woodwind, string, percussion, and keyboard. (Third Grade I) (Fourth Grade D) (Fifth Grade M) Performance Standard 26.A.2c.3: Students will be able to demonstrate the different sounds each band instrument creates; differentiating between brass, woodwinds and percussion families. (Fifth Grade Band D) Performance Standard 26.A.2c.4: Students will be able to play in the beginning band book using terms solo, soli, tutti and duet. (Fifth Grade Band I) Benchmark 26.A.2d Music: The students will be able to read and interpret the traditional music notation of note values and letter names. Performance Standard 26.A.2d.1: Students will be able to read and interpret rhythmic notationquarter note, half note, dotted half note, whole note, quarter rest, half rest, and whole rest. (Third Grade D) (Fourth Grade D) Performance Standard 26.A.2d.2: Students will be able to read and interpret melodic notation: treble clef, staff, line note, and space note. (Third Grade D) Performance Standard 26.A.2d.3: Students will be able to demonstrate knowledge of letter names of all notes of the treble staff. (Third Grade D) (Fourth Grade D) April 2002 clark curriculum consulting Page 13 of 27
Performance Standard 26.A.2d.4: Students will be able to read and interpret rhythmic notation: time signature, measure, bar line, and double bar line. (Third Grade I) (Fourth Grade D) Performance Standard 26.A.2d.5: Students will be able to read and interpret rhythmic notation: eighth note and eighth rest. (Fourth Grade I) Performance Standard 26.A.2d.6: Students will be able to demonstrate the ability to interpret ledger lines. (Fourth Grade I) Performance Standard 26.A.2d.7: Students will be able to identify rests clap and demonstrate whole rest, half rest, dotted half rest, quarter rest, and eighth rest. (Fifth Grade D) Performance Standard 26.A.2d.8: Students will be able to play selections in the beginning band book, which include 4/4, ¾ and 2/4 meter and use the following notes and rests: whole, half, quarter, eighth, dotted half and dotted quarter (percussionists use 16 th ). (Fifth Grade Band D) Performance Standard 26.A.2d.9: Students will be able to use the names of the 5 lines and 4 spaces in the bass and treble clef. (Fifth Grade Band D) Benchmark 26.A.2e. Visual Arts: The students will be able to describe the relationships among media, tools/technology and processes. Performance Standard 26.A.2e.1: Students will be able to use tools necessary to create artwork. (Third Grade I) (Fourth Grade D) Benchmark 26.A.2f Visual Arts: The students will be able to understand the artistic processes of printmaking, weaving, photography and sculpture. Performance Standard 26.A.2f.1: Students will be able to demonstrate an understanding of a variety of art processes. (Fourth Grade D) Performance Standard 26.A.2f.2: Students will be able to create different textures in a drawing, create space (depth) and create a watercolor painting and a form with clay. (Fifth Grade D) April 2002 clark curriculum consulting Page 14 of 27
Performance Standard 26.A.2f.3: Students will be able to finish or complete a piece using calligraphy. (Fifth Grade D) Performance Standard 26.A.2f.4: Students will be able to use the proper way of holding a calligraphy pen and different strokes used in calligraphy. (Fifth Grade I) Performance Standard 26.A.2f.5: Students will be able to identify the positive and negative space. (Fifth Grade I) Performance Standard 26.A.2f.6: Students will be able to create a design using positive and negative space and choose different colors to create a meaningful piece. (Fifth Grade D) Learning Standard B. The students will be able to apply skills and knowledge necessary to create and perform in one or more of the arts. Benchmark 26.B.2a Dance: The students will be able to demonstrate control, coordination, balance, elevation and accuracy in rhythmic response and awareness of choreographic form. Benchmark 26.B.2b Drama: The students will be able to demonstrate actions, characters, narrative skills, collaboration, environments, simple staging and sequence of events and situations in solo and ensemble dramas. Benchmark 26.B.2c Music: The students will be able to sing or play acoustic or electronic instruments demonstrating technical skill. Performance Standard 26.B.2c.1: Students will be able to sing a variety of music representing the following cultures: Black American, Native American, Hispanic, African, American Folk, and European Folk. (Third Grade D) (Fourth Grade D) Performance Standard 26.B.2c.2: Students will be able to demonstrate the ability to match pitches within the range of one octave. (Third Grade D) (Fourth Grade D) Performance Standard 26.B.2c.3: Students will be able to perform in class sing or play an instrument. (Fifth Grade D) Performance Standard 26.B.2c.4: Students will be able to choreograph songs for musical program. (Fifth Grade I) April 2002 clark curriculum consulting Page 15 of 27
Performance Standard 26.B.2c.5: Students will be able to begin to play a band instrument. (Fifth Grade Band I) Benchmark 26.B.2d Visual Arts: The students will be able to demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing. State Goal 27: The students will be able to understand the role of the arts in civilizations, past and present. Learning Standard A. The students will be able to analyze how the arts function in history, society and everyday life. Benchmark 27.A.2a: The students will be able to identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery). Performance Standard 27.A.2a.1: Students will be able to recognize major works of art. (Third Grade I) Performance Standard 27.A.2a.2: Students will be able to discuss the roles of the following: soloist, conductor, orchestra member, and audience member. (Third Grade D) (Fourth Grade D) Performance Standard 27.A.2a.3: Students will be able to describe the importance of the arts at home, school, and work. (Fourth Grade I) Performance Standard 27.A.2a.4: Students will be able to discuss the relationship of music, fine arts, and dance. (Fifth Grade I) Performance Standard 27.A.2a.5: Students will be able to practice and perform on band instruments in a school/class setting, in an individual/home setting and in a performance setting. (Fifth Grade Band I) Performance Standard 27.A.2a.6: Students will be able to identify significant works of art. (Fourth Grade D) (Fifth Grade I) Performance Standard 27.A.2a.7: Students will be able to identify several careers in art. (Fifth Grade I) April 2002 clark curriculum consulting Page 16 of 27
Performance Standard 27.A.2a.8: Students will be able view art that was produced from all major periods of art history. (Fifth Grade D) Benchmark 27.A.2b: The students will be able to describe how the arts function in commercial applications (e.g., mass media and product design). Performance Standard 27.A.2b.1: Students will be able to be aware of media and recognize instruments and some songs in commercials, movies, etc. (Fifth Grade Band D) Learning Standard B. The students will be able to understand how the arts shape and reflect history, society and everyday life. Benchmark 27.B.2: The students will be able to identify and describe how the arts communicate the similarities and differences among various people, places and times. Performance Standard 27.B.2.1: Students will be able to develop an understanding of how artwork contributes to our daily life. (Third Grade I) Performance Standard 27.B.2.2: Students will be able to discuss the importance of music to Americans in their everyday lives. (Third Grade D) Performance Standard 27.B.2.3: Students will be able to apply basic information about the life and work of the following: Guthrie, Copland, Tchaikovsky, Ravel, Saint-Sens, Schumann, and Grieg. (Third Grade I) Performance Standard 27.B.2.4: Students will be able to apply basic information about the life and work of the following: Guthrie, Copland, and Tchaikovsky. (Third Grade I) (Fourth Grade D) Performance Standard 27.B.2.5: Students will be able to discuss the following statement: You cannot really know about a people until you know about its music. (Fourth Grade I) Performance Standard 27.B.2.6: Students will be able to apply basic information about the life and work of Foster, Mozart, Mendelssohn, Sousa, Stravinsky, and Handel. (Fourth Grade I) April 2002 clark curriculum consulting Page 17 of 27
Performance Standard 27.B.2.7: Students will be able to apply basic information of composers. (Fifth Grade D) Performance Standard 27.B.2.8: Students will be able to illustrate how music reflects society. (Fifth Grade I) Performance Standard 27.B.2.9: Students will be able to identify and describe how the arts relate to different times. (Fifth Grade Chorus I) Performance Standard 27.B.2.10: Students will be able to play a variety of music including cross-cultural (Irish, Spanish, Jewish, etc.) and music of various time periods such as Bach, Hayden, Dvorak, Elgar, and Mozart. (Fifth Grade Band D) Performance Standard 27.B.2.11: Students will be able to demonstrate knowledge of how art is part of our daily life. (Fourth Grade D) April 2002 clark curriculum consulting Page 18 of 27
Paxton-Buckley-Loda Instructional Curriculum Articulation and Alignment Middle/Junior High School Sixth through Eighth Grade Fine Arts State Goal 25: The students will be able to know the language of the arts. Learning Standard A. The students will be able to understand the sensory elements, organizational principles and expressive qualities of the arts. Benchmark 25.A.3a Dance: The students will be able to describe how elements are combined and contrasted; identify the principles of transition, variety and balance; and the expressive qualities of movement. Benchmark 25.A.3b Drama: The students will be able to understand how the elements of acting, directing, playwriting and designing combine with the principles of tension, rhythm, pattern, unity, balance, repetition and idea to communicate. Benchmark 25.A.3c Music: The students will be able to identify and describe changes in elements and expressive qualities (e.g., crescendo, ritardando, fermata, meter, sforzando). Performance Standard 25.A.3c.1: Students will be able to distinguish balance and blend the sounds from different instrument families. (Sixth Grade Band D) Performance Standard 25.A.3c.2: Students will be able to use harmonies within the instrument family as well as throughout the entire band. (Sixth Grade Band D) Performance Standard 25.A.3c.3: Students will be able to identify melody while other harmonies and accompaniments take place in the full band. (Sixth Grade Band D) Performance Standard 25.A.3c.4: Students will be able to use various forms including theme and variations, ABA, and march. (Sixth Grade Band D) Performance Standard 25.A.3c.5: Students will be able to use pianissimo, fortissimo, fp<, sfz, as well as (p), (f) and (m), <, >. (Sixth Grade Band D) Performance Standard 25.A.3c.6: Students will be able to use 16 th notes, dotted eighth notes, cut time (ala breve), 6/8 time as well as review 5 th grade curricula. (Sixth Grade Band D) April 2002 clark curriculum consulting Page 19 of 27
Performance Standard 25.A.3c.7: Students will be able to identify and play crescendos, fp<, ritard, ritardando and abbreviation crescendos, rit., and poco a poco. (Seventh Grade Band D) Performance Standard 25.A.3c.8: Students will be able to use a clean attack and release of fermatas and watch conductor to execute this. (Seventh Grade Band D) Performance Standard 25.A.3c.9: Students will be able to use 6/8 and alla breve on rhythm sheets, alternate metered measures, and develop tempos. (Seventh Grade Band D) Performance Standard 25.A.3c.10: Students will be able to work on accurate attack and uniform sound for a clean sforzando sound. (Seventh Grade Band D) Performance Standard 25.A.3c.11: Students will be able to automatically identify and play crescendos without being told. (Eighth Grade Band M) Performance Standard 25.A.3c.12: Students will be able to automatically identify ritardondos and fermatas and look up to watch the conductor for ritardondo tempos and length of fermatas without being told. (Eighth Grade Band M) Performance Standard 25.A.3c.13: Students will be able to review advanced rhythm sheets and play pieces in symphonic band which include mixed-meter as well as all other metered music. (Eighth Grade Band M) Performance Standard 25.A.3c.14: Students will be able to automatically identify and play sforzando without being told. (Eighth Grade Band M) Performance Standard 25.A.3c.15: Students will be able to identify melody and harmony (aural). (Sixth Grade R) April 2002 clark curriculum consulting Page 20 of 27
Performance Standard 25.A.3c.16: Students will be able to identify melody and harmony (aural). (Sixth Grade R) Performance Standard 25.A.3c.17: Students will be able to conduct duple and triple meter. (Sixth Grade R) Performance Standard 25.A.3c.18: Students will be able to read and clap/play patterns using quarter, half, dotted half and whole notes. (Sixth Grade R) Performance Standard 25.A.3c.19: Students will be able to read and clap/play patterns using 8 th notes and rests. (Sixth Grade M) (Seventh Grade R) Performance Standard 25.A.3c.20: Students will be able to read and clap/play patterns using 16 th notes. (Sixth Grade D) (Seventh Grade M) (Eighth Grade R) Performance Standard 25.A.3c.21: Students will be able to recognize the following musical elements: piano, forte, pp, mp, mf, ff, and ritardando. (Sixth Grade R) Benchmark 25.A.3d Visual Arts: The students will be able to identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence. Performance Standard 25.A.3d.1: Students will be able to create a composition using several design elements. (Sixth Grade D) Performance Standard 25.A.3d.2: Students will be able to recognize the principals of art. (Sixth Grade, Seventh and Eighth Grade I) Performance Standard 25.A.3d.3: Students will be able to make a contour line drawing, a blind contour line drawing, complete a value chart (chiaroscuro), and identify the difference between shape and form. (Sixth, Seventh and Eighth Grade D) April 2002 clark curriculum consulting Page 21 of 27
Performance Standard 25.A.3d.4: Students will be able to explore different techniques used with watercolors and use the proper way of handling clay. (Sixth, Seventh and Eighth Grade I) Performance Standard 25.A.3d.5: Students will be able to identify the positive and negative space. (Sixth, Seventh and Eighth Grade I) Benchmark 25.A.3e Visual Arts: The students will be able to analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. Performance Standard 25.A.3e.1: Students will be able to create several still life drawings with different mediums, and recognize and explain the unique characteristics of the different mediums. Performance Standard 25.A.3e.2: Students will be able to use colors to convey meaning in visual artworks. Performance Standard 25.A.3e.3: Students will be able to use the same medium in a variety of ways to convey different meanings. Performance Standard 25.A.3e.4: Students will be able to use a variety of materials in one piece to convey meaning in the work of art. Learning Standard B. The students will be able to understand the similarities, distinctions and connections in and among the arts. Benchmark 25.B.3: The students will be able to compare and contrast the elements and principles in two or more art works that share similar themes. Performance Standard 25.B.3.1: Students will be able to expand on dynamics, articulations, and tempos. (Sixth Grade Band D) Performance Standard 25.B.3.2: Students will be able to play many similar works such as overtures and marches and discuss tempo, key, style, form, etc. (Seventh Grade Band D) Performance Standard 25.B.3.3: Students will be able to discuss styles, form, tempo, meter, and April 2002 clark curriculum consulting Page 22 of 27
key when comparing/contrasting works. (Eighth Grade Band D) Performance Standard 25.B.3.4: Students will be able to create several still life drawings using different materials and compare and contrast the elements and principles in the artworks. (Visual Arts) Performance Standard 25.B.3.5: Students will be able to compare and contrast art from different periods, comparing style, subject, and composition. (Visual Arts) Performance Standard 25.B.3.6: Students will be able to match unidentified artwork to the artist by using previous knowledge and examples from that artist. (Visual Arts) Performance Standard 25.B.3.7: Students will be able to compare and contrast the elements and principles in a watercolor sample they created. (Visual Arts) State Goal 26: The students will be able to, through creating and performing, understand how works of art are produced. Learning Standard A. The students will be able to understand processes, traditional tools and modern technologies used in the arts. Benchmark 26.A.3a Dance: The students will be able to describe how body actions, types of accompaniment, lighting, costuming and processes (e.g., reordering and refining) influence the expressive qualities of dance. Benchmark 26.A.3b Drama: The students will be able to describe the use of the primary tools (body, mind and voice) and the support tools (costumes, scenery, props, lights, make-up, sound) to convey an idea through acting, playwriting and designing a drama or theatre activity. Benchmark 26.A.3c Music: The students will be able to describe the processes involved in composing, conducting and performing. Performance Standard 26.A.3c.1: Students will be able to play an occasional solo or featured section in band music and attend I.E.S.A. Solo/Ensemble contest as participants. (Sixth Grade Band D) Performance Standard 26.A.3c.2: Students will be able to discuss how composers choose key, April 2002 clark curriculum consulting Page 23 of 27
ideas, style, and form to create a piece and story behind as to how and why they were composed. (Seventh Grade Band D) Performance Standard 26.A.3c.3: Students will be able to discuss what a conductor does daily. (Seventh Grade Band D) Performance Standard 26.A.3c.4: Students will be able to perform at least three concerts and two contests throughout the year gaining experience in performing. (Seventh Grade Band D) Performance Standard 26.A.3c.5: Students will be able to discuss composers; how and why they wrote each work we play and jazz students begin to compose their own solos. (Eighth Grade Band D) Performance Standard 26.A.3c.6: Students will be able to identify conductor s meters (i.e., 4/4, 2/4, ¾, alla breve, 6/8) and identify cues, attacks, releases, tempo, and dynamics. (Eighth Grade Band D) Performance Standard 26.A.3c.7: Students will be able to perform in a minimum of three concerts and two contests per year gaining performing experience. (Eighth Grade Band D) Benchmark 26.A.3d Music: The students will be able to read and interpret traditional music notation in a varied repertoire. Performance Standard 26.A.3d.1: Students will be able to distinguish balance and blend the sounds from different instrument families. (Sixth Grade Band D) Performance Standard 26.A.3d.2: Students will be able to use 16 th notes, dotted eighth notes, cut time (ala breve), 6/8 time as well as review 5 th grade curricula. (Sixth Grade Band D) Performance Standard 26.A.3d.3: Students will be able to use ledger lines and enharmonic terms. (Sixth Grade Band D) April 2002 clark curriculum consulting Page 24 of 27
Performance Standard 26.A.3d.4: Students will be able to read and play traditional music notation throughout the year. (Seventh Grade Band D) Performance Standard 26.A.3d.5: Students will be able to read and play traditional notation throughout the year. (Eighth Grade Band M) Benchmark 26.A.3e Visual Arts: The students will be able to describe how the choices of tools/technologies and processes are used to create specific effects in the arts. Performance Standard 26.A.3e.1: Students will be able to create different textures in a drawing, create space (depth) in a drawing, complete a piece using calligraphy, create a watercolor painting, and a form with clay. (Sixth, Seventh and Eighth Grade D) Performance Standard 26.A.3e.2: Students will be able to create a design using positive and negative space and choose different colors to create a meaningful piece. (Sixth, Seventh and Eighth Grade D) Performance Standard 26.A.3e.3: Students will be able to use the proper way of holding a calligraphy pen and the different strokes used in calligraphy. (Sixth, Seventh and Eighth Grade I) Learning Standard B. The students will be able to apply skills and knowledge necessary to create and perform in one or more of the arts. Benchmark 26.B.3a Dance: The students will be able to demonstrate body alignment; movement from center; awareness of accent, meter and phrasing; and step patterns from different dance styles and forms. Benchmark 26.B.3b Drama: The students will be able to demonstrate storytelling, improvising and memorizing scripted material supported by simple aural and visual effects and personal background knowledge needed to create and perform in drama/theatre. Benchmark 26.B.3c Music: The students will be able to sing or play with expression and accuracy a variety of music representing diverse cultures and styles. Performance Standard 26.B.3c.1: Students will be able to develop their instrument playing and April 2002 clark curriculum consulting Page 25 of 27
begin playing a second instrument for jazz band. (Sixth Grade Band D) Performance Standard 26.B.3c.2: Students will be able to use expressive elements such as dynamics, tempo, articulation, etc. to make music more expressive. (Seventh Grade Band D) Performance Standard 26.B.3c.3: Students will be able to play a variety of music and discuss similarities and differences in each piece. (Seventh Grade Band D) Performance Standard 26.B.3c.4: Students will be able to work on expressive elements such as dynamics, phrasing, tempo, articulations, etc. and play a variety of music and discuss similarities and differences. (Eighth Grade Band D) Benchmark 26.B.3d Visual Arts: The students will be able to demonstrate knowledge and skills to create 2-and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. Performance Standard 26.B.3d.1: Students will be able to create a functional ceramic cup, an abstract piece of work, a flipbook to show motion, a cartoon, and a linear perspective drawing. Performance Standard 26.B.3d.2: Students will be able to draw a human face. State Goal 27: The students will be able to understand the role of the arts in civilizations, past and present. Learning Standard A. The students will be able to analyze how the arts function in history, society and everyday life. Benchmark 27.A.3a: The students will be able to identify and describe careers and jobs in and among the arts and how they contribute to the world of work. Performance Standard 27.A.3a.1: Students will be able to identify several careers in art. (Sixth, Seventh and Eighth Grade I) Performance Standard 27.A.3a.2: Students will be able to identify several careers in art. (Visual Arts) April 2002 clark curriculum consulting Page 26 of 27
Performance Standard 27.A.3a.3: Students will be able to create art that matches different careers in art. (Visual Arts) Performance Standard 27.A.3a.4: Students will be able to read about different artist and various careers in art. (Visual Arts) Performance Standard 27.A.3a.5: Students will be able to compare and contrast different careers in art. (Visual Arts) Benchmark 27.A.3b: The students will be able to compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment. Performance Standard 27.A.3b.1: Students will be able to create art that promotes certain products. (Visual Arts) Performance Standard 27.A.3b.2: Students will be able to create art that promotes certain ideas in advertising. (Visual Arts) Learning Standard B. The students will be able to understand how the arts shape and reflect history, society and everyday life. Benchmark 27.B.3: The students will be able to know and describe how artists and their works shape culture and increase understanding of societies, past and present. Performance Standard 27.B.3.1: Students will be able to play a variety of music from different composers, time periods and countries. (Sixth Grade Band D) Performance Standard 27.B.3.2: Students will be able to view art that was produced from all major periods of art history. (Sixth, Seventh and Eighth Grade D) Performance Standard 27.B.3.3: Students will be able to distinguish art that was produced from all major periods of art history. (Visual Arts) Performance Standard 27.B.3.4: Students will be able to read about different artist from different periods and answer questions. (Visual Arts) April 2002 clark curriculum consulting Page 27 of 27