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Robein School District 85 |
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CURRICULUM GUIDE |
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Fine Arts - Grade 7 |
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Goal 25: Language of the Arts
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 25.A |
Classroom
Home
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Sensory Elements
The learner will be able to
describe personal and peer performances in terms of sensory elements (time, space, force, flow); Analyze vocal and physical qualities used to communicate character, setting, and emotion; Defend the choice of design elements (props, costumes, lights, sound, make-up, and/or sets) to communicate an idea; Describe tempo(s), dynamic(s), and articulation(s) in an aural example using appropriate terminology; Replicate the beat and rhythms of a given musical example; Distinguish between duple and triple meter in a musical example; Identify intervals in an aural example; Describe the texture and harmony of a given aural example; Demonstrate an understanding of dimension and value in black/white and in color; Recognize color schemes in a work of art; Demonstrate an understanding of contour and cross contour.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 25.A |
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Master |
IL. Performance Descriptor: 25A, Stage G |
Classroom
Home
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Organizational Principals
The learner will be able to
give examples of choreographic principles (contrast, repetition, transition, variety, balance) and musical/choreographic forms (AB, canon, rondo, theme, variation); Analyze a drama for techniques used to enhance plot (e.g., choice of time and place, use of minor characters, introduction of new information, type of conflict), Analyze how rhythm is used to communicate ideas; Identify pattern and repetition in written or performed dramas; Analyze the interrelationship among character, conflict/problem, and resolution; Explain the difference between dialogue, monologue, and narration; Define large musical forms (e.g., symphony, cantata); Point out a specific element or group of elements that create the center of interest in an art work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 25.A |
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Master |
IL. Performance Descriptor: 25A, Stage G |
Classroom
Home
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Expressive Qualities
The learner will be able to
interpret ways spatial factors, relationships, and body actions are used to convey meanings in dance compositions; Analyze how the use of shape and level impact the communication of character status, character relationship, emotion, mood, and message; Analyze the relationship of mood to tension and pacing; Critique the appropriate use of organizational and sensory elements to create a mood, emotion, or idea in music of their own and that of others; Compare and contrast the use of the expressive qualities in a series of works with the same theme (e.g., nature, family values, political or social issues); Compare and contrast the use of the same symbols in different art works (e.g., cross, ring, flag).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 25.A |
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Master |
IL. Performance Descriptor: 25A, Stage G |
Classroom
Home
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 25.B |
Classroom
Home
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Art Work: Compare/Contrast two works
The learner will be able to
compare and contrast two works in one art form that share similar themes or subject matter examining artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 25B |
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Master |
IL. Performance Descriptor: 25B, Stage G |
Classroom
Home
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Goal 26: Creating/Performing
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 26.A |
Classroom
Home
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Tools
The learner will be able to
identify dance movements that produce specific training results (e.g., strength, flexibility, endurance); Produce examples of ways that accompaniment, sets, lighting, costumes, and/or technology can be used to influence expressive qualities in live or videotaped dance compositions; Analyze how the primary tools (mind, body, and voice) influence and/or affect a director and playwright's skills; Analyze how the support tools (i.e., costumes, sets, lights, props, sounds, makeup) and the primary tools work together to communicate an idea; Describe basic sound production theory (electronic & acoustic).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.A |
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Master |
IL. Performance Descriptor: 26A, Stage G |
Classroom
Home
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Processes
The learner will be able to
analyze how various processes can change the effect of expressive qualities in dance compositions; Compare playwriting to improvising and directing to acting; Analyze the acting process (e.g., memorizing, determining and enacting character's wants, listening, maintaining concentration); Analyze advanced negotiation strategies used to plan a drama (e.g., win-win, compromise, chance, voting, agree to disagree); Analyze the steps of the artistic process used in drama; 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; Explain the process that at least one composer uses(d) to create music; Explain the interaction of performers and conductors; Demonstrate or describe efficient practice/rehearsal procedures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.A |
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Master |
IL. Performance Descriptor: 26A, Stage G |
Classroom
Home
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Tools and Processes
The learner will be able to
create unique specific effects using a combination of media, tools, and processes (e.g., clay tools to texturize, glue to attach textural objects, computer word programs/fonts and sizes); Analyze how the selection of media or tools can enhance the communication of an idea (e.g., using watercolors to paint seascapes of clouds; using computer programs to create animation); Compare and contrast how materials are used when depicting similar subjects; Create special effects in 2-D art work; Distinguish among the processes of film, animation, and video.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.A |
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Master |
IL. Performance Descriptor: 26A, Stage G |
Classroom
Home
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 26.B |
Classroom
Home
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Skills
The learner will be able to
combine actions (e.g., travel & gesture, traveling turns, turning jumps); Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing; Explore, select, and refine actions, dynamics, 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 fances based on teacher's framework; 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; and with clear articulation/diction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.B |
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Master |
IL. Performance Descriptor: 26B, Stage G |
Classroom
Home
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Creating
The learner will be able to
apply creative processes related to the development of dance compositions; Improvise rhythmic and melodic variations on given melodies; Compose/arrange music within specific guidelines and style.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.B |
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Master |
IL. Performance Descriptor: 26B, Stage G |
Classroom
Home
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Skills and Creating
The learner will be able to
adapt non-dramatic text (e.g., poem, lyrics) into a drama; Invent a character or situation based on imagination, personal experience, or research; Demonstrate concentration, physical action/reaction, imagination, listening, and memorization in acting a character; Combine vocal techniques with physical techniques to tell a story or enact a character; Plan, design, and/or alter a space, prop, costume, and/or sound source to communicate idea; Demonstrate planning, practicing, evaluating, and revising techniques with a team; Create a decorative 2-D art work; Create an abstract art work using shapes and color to convey mood; Use linear perspective to create the illusion of 3-D on a flat surface; Use a computer to create a simple animated art work; Investigate the use of video in a performance work; Create an art work based on a plan incorporating research and problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 26.B |
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Master |
IL. Performance Descriptor: 26B, Stage G |
Classroom
Home
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Goal 27: Role of the Arts
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 27.A |
Classroom
Home
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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 |
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Master |
IL. Performance Descriptor: 27A, Stage G |
Classroom
Home
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Contributions of the arts
The learner will be able to
compare and contrast the function of the arts in two similar types of ceremonies (e.g., parades-Thanksgiving Day Parade and Mardi Gras; Opening Ceremony-Super Bowl and World Series); Explain the way the various arts are used to persuade and promote ideas in advertising; Explain the ways technology is used to communicate in each of the arts; Describe in each art form at least two artists' roles and how those roles contribute to the world of work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 27.A |
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Master |
IL. Performance Descriptor: 27A, Stage G |
Classroom
Home
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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 |
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Master |
IL: Learning Standards, 1997, Middle/Junior High School, 27.B |
Classroom
Home
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Artists/Works of Art: Reflect Culture
The learner will be able to
determine the reasons why certain artists or works of art reflect culture (e.g., totems, ritual).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 27.B |
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Master |
IL. Performance Descriptor: 27B, Stage G |
Classroom
Home
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Trends: Connect Artists/Works
The learner will be able to
connect artists or their works with the trends and/or influences they create(d).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 27.B |
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Master |
IL. Performance Descriptor: 27B, Stage G |
Classroom
Home
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