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Morgan County School District |
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Morgan County Curriculum 4.1 Middle Sch. |
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Arts & Humanities - Arts & Humanities-Grade 7 |
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1.1.1 DOK 2 ASSESSED
The learner will be able to
identify or describe the use of elements in a variety of music: Elements of Music: Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo - Allegro, Moderato, Largo, Presto Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony - triads (chords) Form - AB, ABA, call and response Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (e.g., soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <. >.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.2 Supporting
The learner will be able to
identify instruments according to classifications. Family - brass, woodwind, string, percussion Voices - soprano, alto, tenor, bass Folk - instruments used in folk music Orchestral - instruments used in contemporary orchestral settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Music |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
|
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1.1.3 Supporting
The learner will be able to
identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).
| 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 2 ASSESSED
The learner will be able to
identify or describe the use of elements in a variety of dances. Elements of Dance: Space - direction (forward, backward, right, left, up, down, forward), pathway (straight, curved,) levels (high, middle, low), shape (individual or group) Focus - audience (where viewer's eye is drawn), dancer (single focus - looking in the direction of movement, multi focus - changing head/eye focus during movements) Size - use of size in given space, or range of motion; Time(Tempo) - accent, rhythmic pattern, duration; Force- heavy/light, sharp/smooth, tension/relaxation, bound/flowing Choreographic Forms - AB, ABA, call and response, narrative.
| 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 Supporting
The learner will be able to
identify dances by identifying: theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap- feet as rhythmic instrument, ballroom- partnering), and the use of the elements of dance.
| 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
identify or describe the use of elements of drama in dramatic work. Elements of Drama: Literary elements - Script, Plot structures (exposition, rising action, turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, dramatic, Empathy Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design Performance elements: Acting (e.g., character motivation and analysis, empathy), Speaking (e.g., breath control, projection, vocal expression dictation), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement stage directions - stage left, stage right, center stage, upstage, downstage).
| 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
describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.
| 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
explain how performance elements (e.g., acting, speaking, movement) can create a believable character.
| 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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1.3.4 Supporting
The learner will be able to
identify and describe the types of stages (arena, thrust, proscenium).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama/Theatre |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.4.1 DOK 2 ASSESSED
The learner will be able to
describe works of art using elements of art and principles of design. Elements of Art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective [e.g., 1-point linear perspective]), and value (darkness or lightness, tints or shades) Principles of Design: Repetition, Pattern, Balance (symmetrical/asymmetrical), Emphasis (focal point). Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement.
| 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 1 ASSESSED
The learner will be able to
identify a variety of art media and art processes. Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks) Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, and pastel Three-dimensional - clay, papier-mache, found objects (assemblages) Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie die), and printmaking Three-dimensional - ceramics, and sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting) Subject matter: representational (e.g., landscape, portrait, still life), nonrepresentational (e.g., abstract, non objective).
| 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 3 ASSESSED
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in music. Periods: Classical Greece - Presents the universal ideal of beauty through logic, order, reason, and moderation. (Pythagorean - music theory based on mathematical logic) Medieval - Appeals to the emotions and stresses the importance or religion. (Gregorian chant).
| 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 3 ASSESSED
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in dance. Periods: Medieval - Appeals to the emotions and stresses the importance of religion. (e.g., development and history of Tarantella).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dance |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.3.1 DOK 3 ASSESSED
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Periods: Classical Greece and Rome - Presents the universal ideal of beauty through logic, order, reason, and moderation. (Development and characteristics Ancient Greek theatre and the continuation of Greek stories and styles in the Roman theatre) Medieval - Appeals to the emotions and stresses the importance of religion. (Morality plays - characters are personification of good and evil in a struggle for man's soul).
| 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 3 ASSESSED
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in visual arts. Periods: Classical Greece - Presents the universal ideal of beauty through logic, reason, and moderation. Western civilization was heavily influenced by Classical Greece. (architecture, sculpture, pottery) Ancient Rome - Continuation of Classical Greek traditions in the arts, advancement of architecture (Partheon, Coliseum, arch, vault, dome) Ancient Egypt - Monumental structures (e.g., pyramids, sphinx), visual arts reflect religion and belief in immortality Medieval - Appeals to emotions and stresses the importance of religion. (Gothic and Romanesque architecture, basic characteristics and influence of Roman techniques).
| 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
identify or explain how music fulfills a variety of purposes. Purpose 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
identify or explain how dance fulfills a 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 entertainment, 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
identify 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., social change, express or communicate universal themes, to interpret and recreate information, ideas, and emotions) Passing on tradition and culture - to express or communicate feelings, ideas, information, (e.g., narrative, storytelling, folktales, religious ritual and ceremony) Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals) Artistic Expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience).
| 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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3.4.1 DOK 2 ASSESSED
The learner will be able to
identify and explain how art fulfills a variety of purposes. Purposes of Art: (different roles of art) Ceremonial - ritual, celebration, artworks created to support worship ceremonies. Artistic Expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, 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. Functional - artistic objects used in everyday life. Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, 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 in similar style answers to musical 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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4.1.2 Supporting
The learner will be able to
improvise variations on 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
compose and notate short pieces of music demonstrating unity/variety, tension/release, and balance.
| 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
use a variety of sound sources to create and perform 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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4.1.5 Supporting
The learner will be able to
sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
| 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 an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative.
| 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 an improvisational dance with complex movements (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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4.3.1 Supporting
The learner will be able to
create and perform using elements of drama. (Literary, Technical, Production).
| 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 short dialogues and monologues.
| 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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4.3.3 Supporting
The learner will be able to
engage in dramatic activities that reflect historical times and cultures.
| 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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4.3.4 Supporting
The learner will be able to
identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers - scenery, props, lighting, sounds, costume, make-up).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
|
Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.1 Supporting
The learner will be able to
create art for specific purposes using the elements of art and principles of design to communicate ideas.
| 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 art media, processes, and subject matter to communicate ideas, feelings, and experiences.
| 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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