Fifth Grade Integrated Arts Standards For The Classroom

Creating arts

Students know and apply the arts disciplines, techniques,and processes in original or interpretive work. Building on previous knowledge and skills, they:

• Demonstrate understanding of arts elements, qualities, principles, structures (new and review) and simple symbolic constructions (concepts)
• Develop increasingly more sophisticated personal, social, and physical skills to create art which communicates intended ideas
• Perform, with increasing levels of confidence and communication, dances, music, play readings and improvised dramas, and exhibit visual art works, meeting a standard for technical and conceptual skill set by the individual and the group
• Improvise, in the classroom or for selected audiences, dance movements, short musical forms or variations on musical themes, and dramas demonstrating increasing levels of confidence and communication
• Create short dances, musical themes and variations, short dramatic scenes, and two and three dimensional art work capitalizing on their creative process of idea germination, research, making a first draft, reflection, revision, and reflection with the goal of communication with the audience
• Evaluate constructive comments about their work and implement those ideas that will enhance the work

Art as inquiry

Students reflect upon the concepts and themes and assess the merits of their own work and the work of others. Building on previous knowledge and skills, they:

• Explain how the arts are a language that communicates through the artist's use of symbols, materials and techniques, arts elements, structures, and principles (concepts)
• Use appropriate terminology to describe and analyze the symbols and the use of elements and materials in their work and that of others to determine what is communicated to them
• Compare the expression of similar themes or ideas seen in two or more art forms from their work and/or that of others (interpretation)
• Building on the categories of description, analysis, and interpretation, evaluate their own work and that of others and constructively suggest refinements to improve communication
• Continue appreciative audience behavior and respect for others' opinions about art
  

Art in context

Students analyze works of art from their and diverse cultures and demonstrate how interrelated conditions (social, economic, political, historical) influence the development and reception of thought, ideas, and concepts in the arts. Building on previous knowledge and skills, they:

• Describe the diverse functions of the arts in the lives of individuals and the larger culture, past and present
• Describe and compare exemplary art works from or about selected cultures and historical periods
• Research and describe the interaction of arts and culture
  

Fifth Grade Integrated Arts Standards for the Classroom and Suggestions for Performance Objectives/Activities

Creating arts

Students know and apply the arts disciplines, techniques, and processes in original or interpretive work. Building on previous knowledge and skills:

Concepts

They demonstrate understanding of arts elements, qualities, principles, structures (new and review) and simple symbolic constructions

• Review arts elements, qualities, and principles (see grades 1- 4 Creating Arts)
• Review arts structures (see grades 1-4)
• Identify and describe new arts structures in their work and that of their classmates
  
  • dance: recurring theme (theme and variation, canon, round), broken form (humorous or unrelated ideas), chance (certain aspects of a dance vary from performance to performance)
  • theater: flashback and inner thoughts (in a monologue or during reflection within a scene)
    
• Identify and explain their choices of symbols (see Grade 3, Inquiry, description and analysis) used in their work and that of classmates and discuss possible meanings; explain how the time, space and energy of everyday movement and gestures are altered (abstracted) in dance; explain how their choices about character, environment, and problem in an improvisation or written scene are similar to life and how they are different, that drama is not "real" life, but a metaphor for life (VA,T,D); explain how musical elements in a composition create mood, feeling, or idea (M,T)
• (see Grade 3 re knowledge of the creative process)
• (see Grade 4 re arts projects)

Social/personal skills

They develop increasingly more sophisticated personal, social, and physical skills to create art which communicates intended ideas

• (see Grade 3 re sensory awareness and imaging)
• (see Grade 3 re safety)
• Continue to develop observational and imaging skills; become adept at manipulating images in the mind, to assist artistic expression
• Demonstrate personal responsibility for punctuality, preparation, and concentration in the rehearsal process (D,M,T)
• Learn to respond, offer ideas, and compromise to reach consensus in the planning process for improvisations and performances in dance, music, and theater, and film/video, and visual arts mural projects
  

Physical skills

• Begin to devise original warm-ups (D,T,M)
• Demonstrate the difference between literal gesture and abstract movement (D,T)
• Begin to demonstrate and explain correct alignment, weight shift, and balance (D,T)
• (see Grade 3 re focus)
• Demonstrate an understanding of partner and small group skills (e.g. creating and contrasting complementary shapes, and taking and supporting weight (D,T))
• Demonstrate the ability to concentrate while performing movement skills (e.g. learn and retain a sequence of movement) (D,T)
• Identify and demonstrate basic dance steps, positions, and patterns for dances from at least two different styles or traditions (D)
• Sing/perform accurately and with good breath control, tone quality and posture and technique; transfer these techniques to the speaking voice; continue to develop good diction (M,T)
• (see Grade 4 re classroom instruments)
• Articulate notes on the page (e.g. letters [a,b,c,d,e,f,g) or numbers (1,2,3,etc.), or syllables (do,re,mi,etc.) (M,T)
• Sight-read accurately and expressively music level of difficulty 2, on a scale of 1-6 (M,T)
• Building on dance and music physical and vocal skills, demonstrate increasing movement and vocal abilities, concentration and sense recall to communicate characters different from themselves (T,D)
• Demonstrate increasing technical ability and skill with familiar art forms (see Grades 1-4) and develop entry level skills with additional art forms (e.g. film animation, videography, soft sculpture, jewelry, linoleum block printing) (VA,T)
  

Perform

They perform, with increasing levels of confidence and communication, dances, music, play readings and improvised dramas, and exhibit visual art works, meeting a standard for technical and conceptual skill set by the individual and the group

• Individually and as a group set goals for performances and exhibitions in the classroom or for a selected audience (D,M,T)
• Sing/Play in an ensemble or alone, with expression and technical accuracy, a varied repertoire of musical literature level of difficulty 2, on a scale of 1-6 (M)
• (see Grade 3 re accompaniment)
• (see Grade 3 re instrumental performance)
• Cooperate in an ensemble to rehearse and present work, generated from improvisationsor scipts, that communicates the story (T)
• Rehearse and present oral readings of plays, with vocal projection and variety, and gesture so that the audience can see and hear the work (T)
• Participate in making art works and planning/implementing school and/or community exhibitions (e.g. visual arts and/or video, audio, or photographic exhibitions) (VA)
• Develop, for the exhibition, an artist statement about the visual art work and techniques used (VA)
  

Improvise

They improvise, in the classroom or for selected audiences, dance movements, short musical forms or variations on musical themes, and dramas demonstrating increasing levels of confidence and communication (D,M,T)

• Improvise dance movement in small groups or individually based on a teacher or student generated structure or concept (D,T)
• Improvise musical variations on musical themes, and accompaniments to familiar songs, and phrases or sections within a musical form (M)
• Cooperate to plan and improvise dramas based on school, researched, or personal themes; choose characters and problem that focus attention on the intended meaning of the performance
• (see Grade 4 re character performance)
• Use musical and visual arts concepts and skills to select and arrange classroom materials suggesting the environment--time, place, and mood (setting, props, lights and costumes) being certain the choices are simple, imaginative and enhance the playing (T)

Create

They create short dances, musical themes and variations, short dramatic scenes, and two and three dimensional art work experimenting with multiple solutions to aesthetic problems with the goal of communication with the audience

• Dance:
  • create a dance based on the patterns, movements, sequence and structure of a scientific/physical process (e.g. photosynthesis, volcanic action, solar system, etc.) (D,Science)
  • create a movement phrase and then make changes in space, time, and energy/force
  • explore chance as a choreographic process
  • reflect on the use of symbol/abstraction, choice of dance elements; revise the work and articulate the rationale for the selected solution
    (see Grade 4 re choreography)
• Music:
  • draft and then revise a composition or arrangement using
    a variety of traditional (e.g. voices, instruments) and
    nontraditional sound sources (e.g. paper tearing, clapping, finger snapping, pencil tapping) and electronic media
    
    • create a musical theme and then experiment with variations on the theme
      (see Grade 4 re notation)
• Theater
  • choose an idea for a drama from an event from American history, a character, scene, or environment from a short story or novel, an idea from a personal experience or a newspaper article (T, Language Arts, Social Sciences)
  • research the ideas for creative work through interview, reading, further observation (T,D)
  • individually and in groups, create and script scenarios with an appropriate beginning, middle, and end; after oral playreadings, determine if the characters, story and environment were clear to the audience; revise accordingly and edit scripts using correct play format for dialogue and stage directions experiment with arts media and techniques to create a visual image for the environment and/or costumes for a class improvisation or an original script, or a dance project (T,D)
• use visual arts and music composition and performance skills to create environments for improvised scenes and playreadings
  
• (see Grade 4 re recording performances)
• Visual arts:
  • continue to experiment with materials and ideas used in grades 2-4
  • construct clay forms by combining one or more of these methods: coiling, slab; hand modeling and experiment with pressure, speed, and direction to influence visual qualities
  • express ideas with watercolor on wet or dry paper, etc.
    

Evaluate

They evaluate constructive comments about their work and implement those ideas that will enhance the work

Art as Inquiry

Students reflect upon concepts and themes and assess the merits of their own work and the work of others. Building on previous knowledge and skills:

Concepts

They explain how the arts are a language that communicates through the artist's use of symbols, materials and techniques, arts elements, structures, and principles

• Review basic arts elements (See Grades 1 and 2)
• Distinguish among the structures in each of the arts; give examples from their work and that of others (See Grade 4)
• Describe the materials, arts elements, structures and principles artists choose as they create visual art works and set and costume design in dance and theater (D,T,VA)
• Review genres for each art form (See Grade 4)
• Identify style (how the work is done) in:
  • dance: minimalist, presentational, representational
  • music (See Grade 4)
  • theater: representational (realistic), presentational (non-realistic)
  • visual arts (See Grade 4)
• Describe how different genres and styles make the artists' choices different (e.g. the movement performed in a classical ballet is different than the movement performed in a jazz dance; an actor and designer approach a fantasy differently than a realistic drama; a composer chooses different rhythms for writing different kinds of music--march vs. lullaby; Picasso's style of portraiture and use of color is different from Renoir's depiction of people)
• Select an art work and describe how the elements communicate meaning or are a "symbol" (e.g. color, sound, movement and gesture, words--that can communicate feelings, etc)
• (See Grade 3 re roles of the artists)

Description and analysis

They use appropriate terminology to describe and analyze the symbols and use of elements and materials in their art work and that of others to determine what is communicated to them

• Use appropriate terminology to describe and analyze performances, compositions, and visual arts projects
  • dance: compare and contrast dance compositions in terms of time, space, and energy/force, and the use of the body as well as the use of costumes, sets, props, music, lighting, and their idea or story (D,T)
  • theater: describe the genre (comedy, serious drama, farce, etc.) and style (representational or presentational), characters, environment, and problem in a theater, tv and/or film production and/or a script; analyze the choice of main and minor characters, their motivations and relationships, the structure of the plot (identifying the problem or conflict, the beginning, middle, and resolution), and the environment for what is communicated about the story (T,R)
  • music: compare and contrast two versions or two performances of the same work, two works by the same composer, or two examples of the same musical style or genre
  • visual arts: describe the choice of materials and elements, identify symbols and techniques used in a work of art; analyze how they are used to communicate the artist's point of view about a historical moment, person, or issue

Interpretation

They compare the expression of themes or ideas seen in two or more art forms from their work and that of others

• Identify the ideas or themes (according to their interpretation) in a dance, song, play, painting, etc.
• Describe how a theme (time, technology, etc.) or idea (peace, strength, change) can be expressed across several different art forms
• (See Grade 4 re art elements, principles and meaning-VA)
• Discuss how choices about character, environment, and problem, and the use of symbols in the language and the setting of a play or narrative dance enhance the meaning of the work (D,T)
• (See Grades 3 and 4 re interpretations of the art work)
• (See Grade 4 re discussing the meaning of their work)

Evaluation

Building on the categories of description, analysis and interpretion, they evaluate their own work and that of others and constructively suggest refinements to improve communication

• (See Grade 3 re artist/audience relationship)
• (See Grade 4 re replicas and the object itself)
• (See Grade 4 re the individual contribution to a performance)
• As a group develop criteria to evaluate communication (including performance in dance, theater and music) and originality of ideas and themes; inclusion of symbols, art elements, forms and principles; technical skill
• Use group's criteria to discuss art works, describing what was well done, and tactfully making suggestions to improve the communication
• Write a response to a performance or art work by using the group's criteria and supporting ideas with references to the event or object, other works, or experiences
• Describe and evaluate the effectiveness of one's own individual work as well as contributions to the collaborative process of creating/improvising, rehearsing, and performing or preparing to exhibit works

Audience

They continue appreciative audience behavior and respect for others' opinions about art

Art in Context

Students analyze works of art from their own and other cultures and demonstrate how interrelated conditions (social, economic, political, historical) influence the development and reception of thought, ideas, and concepts in the arts. Building on previous knowledge and skills, they:

Function

Describe describe the diverse functions of the arts in the lives of individuals and the larger culture, past and present including their own

• Describe the roles of various artists throughout history
  • dancer as storyteller, performer, teacher, choreographer, artistic director, therapist, shaman, critic
  • musician as music video performer, symphony conductor, opera soloist, gospel choir singer, recording artist, film score composer/arranger, church organist, Apache violinist
  • the roles and interrelated responsibilities of the playwright, actor, designer/technician, director, and business personnel involved in theater, film, and television
  • visual arts careers such as children's book illustrator, sculptor, graphic designer, painter, arts teacher, photojournalist, museum curator, architect, film animator
• Explain the various purposes for creating art (e.g. in theater to entertain, tell the story of a society, propagandize; visual arts for utilitarian, decorative depiction of events, objects, and/or places, as a tool to evoke response; in dance to celebrate, entertain, worship, communicate, etc. )
• Explain how skills developed in the arts (e.g. cooperation, collaboration, consensus, communication, self-esteem, risktaking, sympathy) apply in daily life

Exemplary literature/art work

They describe and compare exemplary art works from or about selected cultures and historical periods

• Identify and compare the characteristics of art works that share similar subject matter from or about historical periods
  • dance: select and demonstrate folk and/or classical dances from various cultures, describe similarities and differences in movement vocabulary and styles
  • music: describe examples of music from historical periods from different cultures
  • theater: compare the stories and characters from Greek, Shakespearean and modern plays (these can be done from adapted versions for young people or from excerpts from film, etc.)
  • visual arts: describe examples of book arts from various historical periods and cultures (Japanese, Egyptian, English, U.S)
• Identify by genre or style, examples of dance, (Irish step dancing, folklorico, flamenco, etc.) music, theater/film/television (comedy/drama/farce, presentational/representational), and visual arts from different cultures

Interactive effects of art and culture

Research and describe the interaction of arts and culture

• (See Grade 4 cultural influences and related art works)
• Research and describe the interaction of arts and culture of a selected historical period
• Identify artists (selected from those who created the works studied) and describe their life and society; compare with other artists working in the same art form from a different culture or period (e.g. Mozart and the Grateful Dead, Shakespeare and Suzan Zeder, Michael Flatley of Riverdance and Fred Astaire, Ansel Adams and Avedon, or Henrik Moore and Nam June Pike's video sculpture in the America West Arena)
• Identify how various art forms were/are used to portray folk heros (John Harvey by Alvin Alley), historical events (the Titanic, Apollo 13), literary characters (Dickens' Christmas Carol), scientific phenomena (The Planets by Gustav Holst, the Four Seasons by Vivaldi), holidays (The Nutcracker Suite by Tchaikovsky and the many different choreographers)

(D=dance, M=music, T=theater, VA=visual arts, R=reading, W=writing; all unmarked items represent objectives/activities for all of the arts)