Robein School District 85
CURRICULUM GUIDE

Fine Arts - Grade 8


Goal 25: Language of the Arts
Know the language of the arts.

    Standard 25.A
The learner will be able to understand the sensory elements, organizational principles and expressive qualities of the arts.
Strand Bloom's Scope Source
Standard 25.A Master IL: Learning Standards, 1997, Middle/Junior High School, 25.A
  
    Sensory Elements
The learner will be able to compare personal and/or peer performances in terms of sensory elements (time, space, force, flow); Compare and contrast how the vocal elements (i.e., pitch, rate, volume, dialect, diction) and the physical elements (i.e., posture, gestures, facial expressions, mannerisms) are used to communicate character and conflict; Analyze actor movement and voice in relation to the type of performance space (e.g., proscenium, stage and theater in the round); Analyze the choice of design elements incorporated by a setting, costume, prop, sound, make-up, and/or lighting designer (color, line, texture, shape, space) to communicate an idea; Analyze changes in tempo(s), dynamics(s), and articulation(s) in an aural example using appropriate terminology (e.g., ritardando, accelerando, fermata, crescendo, sforzando, accent); Analyze the basic components of tonality, intervals, beat, and rhythms, chords, and harmonic progressions in a musical composition; Demonstrate an understanding of creation of illusion of space (e.g., overlapping; variations in size, placement, value); Demonstrate an understanding of formal/linear perspective (e.g., horizontal lines, vanishing point, one/two point perspective); Identify the role of a specific color scheme in an art work.
Strand Bloom's Scope Source
Standard 25.A Master IL. Performance Descriptor: 25A, Stage H
  
    Organizational Principals
The learner will be able to give examples of how to apply aesthetic principals (contrast, repetition, transition, variety, balance) and musical/choreographic form in dance compositions; Combine the principles of tension, rhythm, pattern, unity, balance, and repetition to communicate an idea; Analyze dialogue, monologue, narrations, and asides used to communicate events in a drama; Identify dramatic structure (exposition, rising action, climax, conflict/resolution); Analyze the form of complex musical compositions; Describe the elements and principles that create harmony.
Strand Bloom's Scope Source
Standard 25.A Master IL. Performance Descriptor: 25A, Stage H
  
    Expressive Qualities
The learner will be able to analyze dance compositions for expressive qualities related to ideas, feelings, and moods; Evaluate the mood communicated by a performed drama against the written text and/or intention of the creators; Analyze character and plot dynamics; Explain how sensory elements, organizational principles, and expressive qualities are combined to produce unity/variety, tension/release, and balance in a musical performance; Identify the elements and principles that convey meaning in a work of art; Describe elements and principles that unify a work of art; Evaluate the visual qualities of symbols that create meaning in works of art; Critique a work of art using appropriate language in a positive, constructive manner.
Strand Bloom's Scope Source
Standard 25.A Master IL. Performance Descriptor: 25A, Stage H
  
    General
The learner will be able to use appropriate language to reflect on and analyze student and/or professional work.
Strand Bloom's Scope Source
Standard 25.A Master IL. Performance Descriptor: 25A, Stage H
  
    Standard 25.B
The learner will be able to understand the similarities, distinctions and connections in and among the arts.
Strand Bloom's Scope Source
Standard 25B Master IL: Learning Standards, 1997, Middle/Junior High School, 25.B
  
    Works of Art: Compare/Contrast art forms
The learner will be able to compare and contrast works of art in two or more art forms that share similar artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using the appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) vocabulary.
Strand Bloom's Scope Source
Standard 25B Master IL. Performance Descriptor: 25B, Stage H
  

Goal 26: Creating/Performing
Through creating and performing, understand how works of art are produced.

    Standard 26.A
The learner will be able to understand processes, traditional tools and modern technologies used in the arts.
Strand Bloom's Scope Source
Standard 26.A Master IL: Learning Standards, 1997, Middle/Junior High School, 26.A
  
    Tools
The learner will be able to choose appropriate warmup exercises for specified dance movements; Analyze how expressive qualities are influenced by accompaniment, sets, lighting, costumes, and/or technology in live or videotaped dance compositions; Describe how actors use primary tools in training, auditioning, rehearsing, and performing; Evaluate the choice of support tools (i.e., costumes, sets, lights, props, sounds, make-up) to communicate an idea; Analyze the sound sources of a given recorded example.
Strand Bloom's Scope Source
Standard 26.A Master IL. Performance Descriptor: 26A, Stage H
  
    Processes
The learner will be able to alter processes to affect changes in the expressive qualities of dance compositions; Compare designing and directing; Analyze the process used to plan and practice a drama; Explain the collaborative nature of theatre production including the roles and responsibilities of playwrights, actors, directors, designers, technicians, business managers, and others; Compare the Creative Process to the Scientific and Writing processes; Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing); Use standard notation to record one's own and other's musical ideas; Sing and play accurately and with expression from standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression; Sight-read simple melodies and rhythms; Critique the effectiveness (e.g., style, interpretation, instrumentation) of a performer or conductor; Demonstrate or describe the relationship of practice/rehearsal techniques to performance; Demonstrate or describe cooperative interaction in ensemble performance.
Strand Bloom's Scope Source
Standard 26.A Master IL. Performance Descriptor: 26A, Stage H
  
    Tools and Processes
The learner will be able to differentiate between 2-D, 3-D, and time arts; Describe and/or demonstrate how special effects in the visual arts are created through the use of a tool, technology, or process (e.g., film, video, computer programs); Demonstrate processes that create special effects (e.g., scratch knife/scratch board, gouge/printing block, painting/palette knife); Evaluate the significance of special effects in 2-D art work (e.g., embossing, wet-wet, scriffito, pointillism).
Strand Bloom's Scope Source
Standard 26.A Master IL. Performance Descriptor: 26A, Stage H
  
    Standard 26.B
The learner will be able to apply skills and knowledge necessary to create and perform in one or more of the arts.
Strand Bloom's Scope Source
Standard 26.B Master IL: Learning Standards, 1997, Middle/Junior High School, 26.B
  
    Skills
The learner will be able to demonstrate movement skills and explain the underlying principles (body alignment, control, coordination, balance, elevation); Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing; Explore, select, and refine actions, dynamic, spatial, and relationship content; Remember and perform traditional and created dances showing its style, expression, and form; Perform with others and in unison with spatial clarity; Demonstrate movement that reflects musical qualities, form, and style; Demonstrate greater awareness of structure of dances (e.g., beginning, phrases, pauses, stops, sections, contrasts, climax), Sing or play music that has a difficulty level of 3* (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath, bow, mallet or fingering control; with clear articulation/diction; and with expression appropriate for the work being performed.
Strand Bloom's Scope Source
Standard 26.B Master IL. Performance Descriptor: 26B, Stage H
  
    Creating
The learner will be able to prioritize creative processes applied when choreographing dance compositions; Improvise harmonizing parts in a variety of styles; Compose/arrange music within specific guidelines and style.
Strand Bloom's Scope Source
Standard 26.B Master IL. Performance Descriptor: 26B, Stage H
  
    Skills and Creating
The learner will be able to use research to create a drama; Write a scene using script conventions; Create a floor plan for a scene indicating environmental objects and set props; Use vocal techniques (e.g., enunciation, pronunciation, rate, rhythm, tempo, tone, pitch, volume) to perform monologue and dialogue; Memorize and deliver character lines, actions, and reactions from a play, script, scenario, or original work; Demonstrate concentration, observation, imagination, and physical action/reaction; Demonstrate verbal and non-verbal choices in character interpretation showing physical, emotional, and environmental influences; Select set, props, costumes, lights, and sounds to support a drama; Direct a scene; Use a variety of materials and processes to create functional and decorative art work (e.g., mosaics, murals, clay pottery, weavings, paintings; Use linear and aerial/atmospheric perspective to create the illusion of 3-dimensionality in a 2-dimensional artwork; Create a performance art work incorporating the use of computer or video; Use 2-D or 3-D materials to create an abstract work; Create an art work based on a plan incorporating research and problem solving.
Strand Bloom's Scope Source
Standard 26.B Master IL. Performance Descriptor: 26B, Stage H
  

Goal 27: Role of the Arts
Understand the role of the arts in civilizations, past and present.

    Standard 27.A
The learner will be able to analyze how the arts function in history, society and everyday life.
Strand Bloom's Scope Source
Standard 27.A Master IL: Learning Standards, 1997, Middle/Junior High School, 27.A
  
    Roles of artist and audience
The learner will be able to demonstrate good audience behavior and evaluate the behavior of self and others; Describe how audience behavior changes a product or performance; Analyze how the arts function in ceremonies (e.g., Olympics, political conventions); Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising); Analyze how the artist in each of the arts uses technology creatively; Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).
Strand Bloom's Scope Source
Standard 27.A Master IL. Performance Descriptor: 27A, Stage H
  
    Standard 27.B
The learner will be able to understand how the arts shape and reflect history, society and everyday life.
Strand Bloom's Scope Source
Standard 27.B Master IL: Learning Standards, 1997, Middle/Junior High School, 27.B
  
    Art Work: Influenced Society
The learner will be able to analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
Strand Bloom's Scope Source
Standard 27.B Master IL. Performance Descriptor: 27B, Stage H
  
    Artist: Works shape or reflect time
The learner will be able to analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
Strand Bloom's Scope Source
Standard 27.B Master IL. Performance Descriptor: 27B, Stage H
  
    Artist: Describe influences on time
The learner will be able to describe the influences of at least two artists (dance, drama, music or visual art) on their times.
Strand Bloom's Scope Source
Standard 27.B Master IL. Performance Descriptor: 27B, Stage H
  

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