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Morgan County School District |
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Morgan County Curriculum 4.1 Elementary. |
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Vocational Education - Arts & Humanities Grade 5 |
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1.1.1 DOK 3 ASSESSED
The learner will be able to
analyze or explain elements of music in a variety of music. -Elements of Music: *Rhythm- time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, and 8th notes and rests), measure *Tempo- steady beat, slower or faster *Melody- shape, direction (pitches, move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high vs. low notes (pitches) *Harmony- parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony) *Form- call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs *Timbre (tone color)- recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices) *Dynamics- soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.2 Supporting
The learner will be able to
identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
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1.2.1 DOK 3 ASSESSED
The learner will be able to
analyze or explain elements of dance in a variety of dances. -Elements of Dance: *Space- direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag) levels (high, middle, low), shape (individual and group shapes) *Time (tempo)- dance movements that follow a steady beat or move faster or slower. *Force- dance movements that use more or less energy (e.g., energy-sharp/smooth, weight-heavy/light, flow-free/bound) *Dance Form- call and response, AB, ABA, choreography.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.2.2 DOK 3 ASSESSED
The learner will be able to
describe how dance uses time, space, force, and various locomotor and nonlocomotor movements to communicate ideas, thoughts, and feelings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.1 DOK 3 ASSESSED
The learner will be able to
analyze or explain the use of elements of drama in dramatic works. -Elements of drama: *Literary elements- Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogues, Monologue, Conflict. *Technical elements- Scenery (set), costumes, props, sound and music, make-up -Performance elements: *Acting- how speaking and moving help to create characters. *Speaking- vocal expression, projection, speaking style, diction. *Nonverbal expression- gestures, facial expression, movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama/Theatre |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.2 Supporting
The learner will be able to
identify, describe or explain, relationships among characters and settings a related to a script, a scenario, or classroom dramatization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama/Theatre |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.3 Supporting
The learner will be able to
identify and describe a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama/Theatre |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.4.1 DOK 3 ASSESSED
The learner will be able to
analyze or explain works of art using elements of art, and principles of design. Elements of Art: *Line, shape, form, texture, and color (primary and secondary hues) and color schemes (warm, cool, neutral-black, white, gray, sometimes brown/beige as earth tones) Principles of Design: *Organization of visual compositions: Emphasis (focal point), pattern, balance (symmetry), contrast (e.g., black/white, rough/smooth).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.4.2 DOK 2 ASSESSED
The learner will be able to
identify or describe how an artist uses various media and processes. *Media (plural) /medium (singular): (used to produce artworks) *Two-Dimensional- crayon, pencil, paint, fabric, yarn, paper *Three-Dimensional- Clay, Papier-mache Art processes: *Two-dimensional- drawing, painting, fiber art (e.g., fabric printing, stamping) and collage. *Three-Dimensional- pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting) *Subject matter: (e.g., landscape, portrait, still life).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how music has been a part of cultures and periods throughout history. Cultures: Native American Traditional Appalachian West AFRICAN SIMILARITIES AND DIFFERENCES IN THE USE OF MUSIC (E.G., CEREMONIAL PURPOSES) AND THE USE OF ELEMENTS OF MUSIC AMONG CULTURES (MUSICAL INSTRUMENTS, E.G., NATIVE AMERICAN - RATTLES, THUMB PIANO); POLYRHYTHM IN WEST AFRICAN MUSIC NOT IN NATIVE AMERICAN. PERIODS: COLONIAL AMERICAN (E.G. WORK SONGS, GAME SONGS, PATRIOTIC MUSIC, LULLABY, FOLK MUSIC), NATIVE AMERICAN INCLUDES PERIOD IN NORTH AMERICA BEFORE EUROPEAN SETTLEMENT. European INFLUENCES IN AMERICAN MUSIC, SIMILARITIES BETWEEN THE MUSIC IN THE AMERICAN COLONIES AND THE CITIES OF EUROPE. (THE INFLUENCE OF EUROPE WAS VERY STRONG IN THE COLONIES DUE TO THE MOVEMENT OF SETTLERS FROM EUROPE TO AMERICA).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how dance has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of dance (e.g. purposes - harvest, hunting dances in Native American and West African cultures), use of elements of dance among cultures. Periods: Colonial American (European influences on American Dance, e.g., social dances, square dancing, folk dances), Native American includes period in north america before european settlement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.3.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how drama has been a part of cultures and time throughout history. Cultures: Native American, traditional appalachian, west african. (The use of storytelling, myths, legends, folktales in these cultures) Periods: Colonial American- European influences on american drama/theatre, plays from england (the influence of europe was very strong in the colonies due to the movement of settlers from europe to america) native american includes period in north america before european settlement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.4.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how visual art has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of art (e.g., purposes for creating art, folk art) and elements of art and principles of design among cultures (e.g., media in relation to these cultures (e.g., wood fiber) Periods: Colonial American Europe influences in american visual art, similarities between the visual art in the american colonies and the cities of europe. (the influence of europe was very strong in the colonies due to the movement of settlers from europe to america.), native american includes period in north america before european settlement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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Purposes for Creating the Arts
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3.1.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how music fulfills variety of purposes. Purposes of music:(different roles of music) Ceremonial- music created or performed for rituals or celebrations, (e.g., patriotic music, music for worship) Recreational- music for entertainment, (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression- music created with the intent to express or communicate one's emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.2.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how dance fulfills variety of purposes. Purposes of dance:(different roles of dance) Ceremonial- dances created or performed for rituals or celebrations (e.g., dances of native americans and west africans to celebrate life events such as harvest, ritual dances associated with worship) Recreational- dancing for recreation, to support recreational activities, (e.g., ballroom, line dancing, aerobic dance, dance as a hobby) Artistic Expression- dance created with the intent to express or communicate emotion, feelings, ideas, (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.3.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how drama/theatre fulfills a variety of purposes. Purposes of Drama/Theatre:(different roles of drama) Sharing the human experience- to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works) Passing on tradition and culture- to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths, and legends) Recreational- drama for entertainment, (e.g., drama/theatre as a hobby) Artistic Expression- drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g. dramatic works created and performed by actors in a theatrical setting for an audience).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.4.1 DOK 2 ASSESSED
The learner will be able to
describe or explain how art fulfills a variety of purposes. Purposes of Art:(different roles of art) ceremonial- ritual, celebration, artworks created to support worship ceremonies (purposes. ceremonial masks) artistic expression- artwork to express or communicate emotions, ideas, feelings (e.g., for self expression, or to decorate or beautify objects) narrative- artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., native american totem poles, cave and wall paintings) functional- artistic objects used in everyday life (e.g., pottery, quilts, baskets, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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Processes in the Arts (Supporting)
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4.1.1 Supporting
The learner will be able to
create and notate short, simple melodies that demonstrate melodic shape/contour and meter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.2 Supporting
The learner will be able to
create and perform simple melodic or rhythmic accompaniments to given melodies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.3 Supporting
The learner will be able to
improvise answers in similar style to given rhythmic and/r melodic phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.4 Supporting
The learner will be able to
sing and play alone simple rhythmic or tonal patterns by reading music notation and be able to sustain own part in an ensemble.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.5 Supporting
The learner will be able to
sing alone and with others a varied repertoire of music.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.1 Supporting
The learner will be able to
create patterns of movement incorporating the elements of dance (space, time and force).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.2 Supporting
The learner will be able to
create a movement sequence with a beginning, middle, and end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.3 Supporting
The learner will be able to
perform traditional folk dances, square dances, and ethnic dances. (Native American, West African/African-American, Early American and folk).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.1 Supporting
The learner will be able to
create and perform using elements of drama (Literary, Technical, Performance).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.2 Supporting
The learner will be able to
improvise to tell stories that show action and have a clear beginning, middle, and end. (Literary elements).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.1 Supporting
The learner will be able to
create artwork using the elements of art and principles of design.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.2 Supporting
The learner will be able to
use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Arts |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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