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Robein School District 85
CURRICULUM GUIDE
Fine Arts - Grade 3

Goal 25: 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 Activities
Standard 25.A   Master IL: Learning Standards, 1997, Early Elementary, 25.A Classroom
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Sensory Elements
The learner will be able to identify and describe basic locomotor and nonlocomotor movements in personal and peer performances; Distinguish among spatial factors (direction, level, size, shape); Describe quick/slow, strong/light movements in personal and peer performances; Explain the difference between performance and audience space; Explain how movement and sound are used in drama/theater to communicate ideas and characters; Distinguish between loud/soft, high/low sounds; Distinguish between fast/slow music; Distinguish between same and different tone colors (timbres) of voices, classroom instruments, and environmental sounds; Distinguish between long and short sounds; Echo a rhythm pattern; Replicate the beat in a musical composition; Distinguish between continuous and broken lines in a given art work (e.g., movement Pollack); Describe line direction (e.g., horizontal, vertical, diagonal); Give examples of organic (free-form, natural) and person-made shapes in the visual environment; Select examples of neutral colors found in nature (e.g., clouse, tree bark, rocks); Recognize the difference between warm and cool colors; Match given texture to surfaces and objects.
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage C Classroom
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Organizational Principles
The learner will be able to create and demonstrate dances showing an understanding of AB form and logical sequencing of movement (beginning, middle, and ending); Structure movements into dance phrases and sections; Suggest alternative dialogue and/or actions to complete or change a story; Identify the plot, character, setting, problem/resolution, and message of a drama; Identify simple music forms (e.g. rondo, ostinato) when presented aurally; Distinguish among foreground, middle ground, and background; Identify the horizon line in a given art work; Describe symmetrical and asymmetrical balance.
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage C Classroom
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Expressive Qualities
The learner will be able to identify specific actions, gestures, and changes in movements that communicate feelings and ideas; Identify emotions communicated through body language choices; Identify different sensory elements that create a mood, emotion, or idea in a simple musical selection; Recognize the mood or emotion in two or more art works with the same subject (e.g. dragons, cats, weather, ocean); Classify a group of art works according to subject (e.g. portrait, landscape, still life).
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage C Classroom
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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 Activities
Standard 25B   Master IL: Learning Standards, 1997, Early Elementary, 25.B Classroom
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Art Form: Elements
The learner will be able to compare sensory elements, organizational principles, and expressive qualities shared among several art forms that express a similar idea (e.g., beginning, middle, and end in music, dance, and drama).
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage C Classroom
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Compare ideas
The learner will be able to compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as night, ocean; emotions/moods such as sad, scary).
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage C Classroom
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Goal 26: Creating/Performing
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 Activities
Standard 26.A   Master IL: Learning Standards, 1997, Early Elementary, 26.A Classroom
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Tools
The learner will be able to explain why the body is the main tool of dance; Discuss ways words, sounds. pictures, props, and stories are used to create or perform dances; Connect the three primary tools (i.e., mind, body, voice) to skills learned; Distinguish between the sounds of two different voices (e.g., man and child); Distinguish between the sounds of two different environmental sounds (e.g., pencil sharpener and chalkboard); Distinguish between the sounds of two different classroom instruments (e.g., tambourine and drum); Identify orchestral/band instruments visually.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage C Classroom
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Processes
The learner will be able to create and perform sequences/phrases that demonstrate the elements; Compare collaboration strategies used to plan a drama; Explain why actors use practicing/rehearsing techniques to prepare a drama; Interact with other characters using safe and appropriate movement and dialogue in an improvised and/or practiced/rehearsed drama; Use appropriate vocal timbre and volume when singing classroom songs; Use correct technique (e.g., holding mallets, striking drums) when playing classroom instruments; Echo, read, and/or write accurately rhythm patterns with whole, half, quarter, and eighth notes and rests in 2/4, 3/4, 4/4 meter signatures; Sing or play accurately simple pitch notation in the treble clef using a symbol system (e.g., icons, syllables, numbers, letters).
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage C Classroom
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Tools and Processes
The learner will be able to match the material, tools, and processes used in painting, drawing, and construction; Compare the use of 2-D and 3-D tools and materials in creating art works; Explain how to use and car for art making tools and media when creating 2-D or 3-D work; Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work; Identify photos, paintings, weavings, prints, ceramics, and sculpture.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage C Classroom
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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 Activities
Standard 26.B   Master IL: Learning Standards, 1997, Early Elementary, 26.B Classroom
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Skills
The learner will be able to perform and differentiate among basic locomotor and nonlocomotor movements; Perform using a series of shapes on different levels and create moving transitions between them; Vary actions with regard to spatial elements (i.e., personal, shared, levels, directions, pathways, relationships, size); Demonstrate a variety of beats, tempos, and rhythms in response to verbal cues; Demonstrate changes in force/energy of movement (e.g., strong/light) in response to verbal cues when dancing; Perform folk dance representative of a variety of cultures; Improvise, create, and perform dances using a variety of resources: voice sounds, body sounds, (e.g., clapping, patting, finger snapping), stories, poetry, images, props, and music; Demonstrate movement, use of space, vocal sounds, and spoken text in an individual and group drama; Demonstrate the skills of listening, observing, and concentrating; Demonstrate decision-making and problem-solving techniques to create a drama; Interact in role with other characters using appropriate movement and dialogue in an improvised and/or rehearsed drama; Sing on pitch or play on classroom instruments songs of various cultures in rhythm, with appropriate timbre and maintaining a steady tempo.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage C Classroom
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Creating
The learner will be able to describe processes used when creating dances (e.g., imagining, visualizing, problem solving, how ideas are communicated through movement); Construct a scene with a definite beginning, middle, and end; Improvise rhythmic and melodic accompaniments for songs of various cultures; Create short songs or instrumental pieces within specified guidelines.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage C Classroom
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Skills and Creating
The learner will be able to select and skillfully use a variety of materials, mixed media, and tools to create a composition containing subject matter (e.g., figures, landscape, still life); Create a composition expressing a personal idea from observation, research, or imagination; Demonstrate additive and subtractive processes when creating 3-D objects in a variety of materials; Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement); Construct a plan for a work of art using research.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage C Classroom
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Goal 27: Role of the Arts
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 Activities
Standard 27.A   Master IL: Learning Standards, 1997, Early Elementary, 27.A Classroom
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Roles of artist and audiences
The learner will be able to distinguish between appropriate and inappropriate audience behaviors; React to performances/art works in a respectful, constructive, and supportive manner; Match the types of occupations with their art form (e.g., actors, directors, playwright, designer with drama).
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage C Classroom
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Contributions of the arts
The learner will be able to compare ways the arts are used in a celebration (e.g., masks, costumes, banners, songs, dances); List the things that artists make or do when they communicate through the arts (e.g., pictures, songs, advertisements, stories, movements buildings); Point out ways the arts are used for personal time and enrichment (e.g., concerts, plays, exhibits, broadcasting, social dances, choirs, lessons); Describe occupations that are related to the arts (e.g., photographer, illustrator, composer, playwright, choreographer, architect).
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage C Classroom
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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 Activities
Standard 27.B   Master IL: Learning Standards, 1997, Early Elementary, 27.B Classroom
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Identify cultural characteristics
The learner will be able to identify cultural characteristics of a work of art.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage C Classroom
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Arts inform: history
The learner will be able to describe how the arts inform viewers about people and events from history.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage C Classroom
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Name artists
The learner will be able to name significant artists in dance, drama, music, or visual art.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage C Classroom
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