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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 8 |
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Structure in the Arts (45%)
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1.1.1 DOK 3 ASSESSED
The learner will be able to
compare or evaluate 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 |
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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 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 |
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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 compare various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).
| 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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1.2.1 DOK 3 ASSESSED
The learner will be able to
compare or evaluate 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
compare and contrast dances by comparing: 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
compare or evaluate 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 |
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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
compare or evaluate 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 3 ASSESSED
The learner will be able to
compare or evaluate 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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Humanity in the Arts (45%)
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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. Cultures/Period: Early American through Civil War: European influence on American music (e.g., Baroque [Bach, Handel], Classical [Mozart, Beethoven] (e.g., European folk/ Early American folk, common musical instruments, etc.) African influence in American music resulting from the importation of slaves from West Africa. African American work songs, gospel and spirituals, the use of elements of music to create new styles (e.g., call and response, polyrhythms, improvision), the development of new American instruments such as the banjo.
| 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. Cultures/Period: Early American through Civil War: Folk/social dances bases on European traditions (e.g., traditional folk and social dances, e.g., jig, reel, square dance, waltz) African American dances in the United States through the Civil War (e.g., plantation dances, dances performed by slaves based on West African traditions).
| 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 3 ASSESSED
The learner will be able to
analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Cultures/Period: Early American through Civil War: Characteristics of Colonial Theatre Starting in early 1700's entertainers from England performed in colonial cities; during the Revolutionary War many colonies banned theatrical performances to focus on the war. In the early 1800's well-know stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and American characters (e.g., Uncle Tom's Cabin).
| 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. Cultures/Period: Early American through Civil War: European Neo-classical influences (architecture) Painting - inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe (Wildlife - e.g., John James Audubon; Landscapes - e.g., Thomas Cole; Nature American Subjects - e.g., George Catlin) The development of photography as a new medium that impacted visual arts (e.g., Matthew Brady).
| 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 (10%)
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3.1.1 DOK 2 ASSESSED
The learner will be able to
compare 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
compare 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 |
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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
compare 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
compare 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 |
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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 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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