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Robein School District 85
CURRICULUM GUIDE
Fine Arts - Grade 6

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, Middle/Junior High School, 25.A Classroom
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Sensory Elements
The learner will be able to describe dance compositions in terms of sensory elements (time, space, force, flow); Describe ways an actor uses voice (i.e. pitch, rate, volume) and body (i.e. posture gestures facial expressions )to communicate character and setting; Explain the choice of support tools/design elements (props, costumes, lights, sound, make-up, sets) used to support a drama; Combine vocal qualities with physical pace and rhythm to make a character unique or distinct from others; Translate common Italian tempo(s) (e.g., andante, presto), dynamic (e.g., piano, forte) and articulations(s) (e.g., staccato, legato) markings into English; Distinguish between the beat and the rhythm(s) of a given musical example; Identify the meter in a musical example; Distinguish major and minor tonalities in aural musical examples; label the intervals in a written melody; Identify the texture (e.g., polyphonic, homophonic, or monophonic) in a given aural example; Distinguish between figure and ground in a still life composition; Differentiate between positive and negative spaces in a sculpture; Explain the illusion of a 3-D object drawn on a flat surface; Recognize color schemes in a work of art; Construct a color wheel, using the primary colors, which consists of primary, secondary, and intermediate colors; Demonstrate an understanding of the ability of line to create value and surface change.
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage F Classroom
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Organizational Principles
The learner will be able to identify aesthetic principles (contrast, repetition, transition, variety, balance) and musical/choreographic forms (AB, canon, rondo, theme, variation); Identify different types of narrative conventions used in a drama (e.g. narrator as character, narrator as story teller, narrator as omnipotent observer); Analyze a drama for the types of conflict it contains (man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society); Describe plot techniques used to enhance a drama (e.g. choice of time and place, use of minor characters, introduction of new information, use of musical lyrics); Compare improvisation and scripted drama; Construct a scenario with a definite beginning, middle, and ending; Analyze the form of a simple music composition; Locate contrast in 2-D and 3-D art works (e.g., light to dark, big to small).
Strand Bloom's Scope Source Activities
Standard 25.A   Master IL. Performance Descriptor: 25A, Stage F Classroom
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Expressive Qualities
The learner will be able to discuss how and why dances are open to different interpretations and reactions; Analyze how physical shape and level along with the physical relationship of characters to each other communicate ideas and emotions to an audience; Compare and contrast the use of expressive qualities in two performances of the same musical examples; Select and describe expressive qualities that contribute to subject matter in an art work; Compare similar symbols in a 2-D or 3-D art work (e.g., flags, traffic signs, logos).
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25A, Stage F 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, Middle/Junior High School, 25.B Classroom
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Work of Art: Artistic Components
The learner will be able to analyze how the artistic components (i.e., elements, principals, expressive ideas; tools, processes, technologies; creative processes) are combined within a work of art.
Strand Bloom's Scope Source Activities
Standard 25B   Master IL. Performance Descriptor: 25B, Stage F 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, Middle/Junior High School, 26.A Classroom
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Tools
The learner will be able to discuss how the body can gain strength, flexibility, and endurance in a safe manner; Identify ways that accompaniment, sets, lighting, costumes, and/or technology can influence live or videotaped dance compositions; Analyze how the primary tools (mind, body, voice) impact an actor's skills; Compare the use of support tools (i.e., costumes, sets, lights, props, sounds, makeup) in a variety of dramas; Describe basic sound production theory (electronic & acoustic).
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage F Classroom
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Processes
The learner will be able to observe and discuss how processes (e.g., performing, improvising, exploring, composing, and choreographing) affect the expressive qualities of dance compositions; Compare directing to acting and improvising; Describe the acting process (e.g., memorizing, determining and enacting character's wants, listening, maintaining concentration); Explain how group dynamics affect a theatrical work or classroom drama; Discuss the impact brainstorming, evaluating, and imagining have on a drama; Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing); Use standard notation to record simple musical ideas; Sing or play melodies accurately and expressively from a written score in at least one clef; Identify and accurately interpret symbols for dynamics, tempo, expression, and articulation; Sight-read simple melodies and rhythms; Describe the role of composers; Describe the role of composers; Describe the roles of conductors in a performance; Describe the roles of singers or instrumentalists in a performance.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage F Classroom
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Tools and Processes
The learner will be able to recognize similar characteristics among a range of 2-D or 3-D media (e.g., watercolor/tempura, plasticene clay/fire clay, crayon/chalk); Explain how tools, processes, and materials combine to create specific effects in a 2-D art work (e.g., foam or bristle brushes, q-tips or sticks to apply paint); Select specific tools, materials, and processes to communicate an idea in a 2-D or 3-D art work; Demonstrate a variety of processes using art making tools and materials to create a 2-D or 3-D art work (e.g., drawing, weaving, printing); Distinguish among the processes of film, animation, and video.
Strand Bloom's Scope Source Activities
Standard 26.A   Master IL. Performance Descriptor: 26A, Stage F 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, Middle/Junior High School, 26.B Classroom
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Skills
The learner will be able to combine and isolate 2-3 moving parts of the body in simple coordination; 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 in dance compositions; Remember, practice, and perform dances made over a period of time; Perform with others in unison and canon and with spatial clarity; Demonstrate movement that reflects musical qualities, form, and style; Structure phrases and sections of dance based on teacher's framework; Sing or play music that has a difficulty level of 2* (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; and with clear articulation/diction.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage F Classroom
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Creating
The learner will be able to discuss the processes that apply when choreographing dance compositions; Improvise original melodies over given chord progressions; Compose/arrange music within specific guidelines.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage F Classroom
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Skills and Creating
The learner will be able to incorporate vocal techniques of volume and clarity and physical techniques of poise, posture, facial expression, and eye contact to create a character; Alter the environment to indicate a setting; Invent a character based on personal experience or research; Demonstrate shape, line, level, use of space, and concentration in an ensemble drama; Collaborate and negotiate with a group to create a drama; Adapt a story into a performed drama; Use observations to create a drama; Create functional objects from a variety of materials (e.g., clay, metal, fiber); Create a realistic 2-D art work; Create a time art work (e.g., flip book, mobile/kinetic sculpture, animation, video, film); Develop a series of pictures for a pictures; Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement); Create an art work based on a plan incorporating research and problem solving.
Strand Bloom's Scope Source Activities
Standard 26.B   Master IL. Performance Descriptor: 26B, Stage F 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, Middle/Junior High School, 27.A Classroom
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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.
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage F Classroom
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Contributions of the arts
The learner will be able to compare and contrast how the arts function in two different types of ceremoneis (e.g., parades, weddings, graduations, sporting events); Give examples in which various arts are used to persuade and promote ideas; List technology used in the arts (e.g., cameras, synthesizers, computers, printing press); Categorize types of artists with their art and art related products or performances they produce (e.g., designers create packages, composers write advertising jingles, architects design buildings).
Strand Bloom's Scope Source Activities
Standard 27.A   Master IL. Performance Descriptor: 27A, Stage F 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, Middle/Junior High School, 27.B Classroom
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Arts: Reflect Cultures, Times, and Place
The learner will be able to investigate how the arts reflect different cultures, times, and places.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage F Classroom
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Art Forms: Express Culture, Time, Place
The learner will be able to compare how different art forms express aspects of the same culture, time, or place.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage F Classroom
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Artist: Compare/Contrast Contribution
The learner will be able to compare and contrast the contribution of individual artists on movements, trends, or periods.
Strand Bloom's Scope Source Activities
Standard 27.B   Master IL. Performance Descriptor: 27B, Stage E Classroom
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