Fifth+Grade

Fifth Grade Curriculum
 **Standard(s) Aligned System**


 * **Clear Standards**


 * __**Standards **__ || 

 ||
 * **9.1.5 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts **

A. Know and use the elements and principles of each art form to create works in the arts and humanities.

· //**Elements **// Ø Dance: • energy/force • space • time Ø Music: • duration • intensity • pitch • timbre Ø Theatre: • scenario • script/text • set design Ø Visual Arts: • color • form/shape • line • space • texture • value · //**<span style="font-family: 'Verdana','sans-serif';">Principles **// Ø <span style="font-family: 'Verdana','sans-serif';">Dance: • choreography • form • genre • improvisation • style • technique Ø <span style="font-family: 'Verdana','sans-serif';">Music: • composition • form • genre • harmony • rhythm • texture Ø <span style="font-family: 'Verdana','sans-serif';">Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style • voice Ø <span style="font-family: 'Verdana','sans-serif';">Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony   ||
 * <span style="font-family: Georgia,serif;">B. <span style="font-family: 'Verdana','sans-serif';">Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

· <span style="font-family: 'Verdana','sans-serif';">Dance: • move • perform • read and notate dance • create and choreograph • improvise · <span style="font-family: 'Verdana','sans-serif';">Music: • sing • play an instrument • read and notate music • compose and arrange •improvise · <span style="font-family: 'Verdana','sans-serif';">Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct · <span style="font-family: 'Verdana','sans-serif';">Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media  || · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Describe some materials used. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Describe issues of cleanliness related to the arts. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Describe types of mechanical/electrical equipment usage. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Know how to work in selected physical space/environments. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify the qualities of safe props/stage equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Describe methods for storing materials in the arts. || · <span style="font-family: 'Verdana','sans-serif';">Experiment with traditional technologies (e.g., ceramic/wooden tools, earthen clays, masks, instruments, folk shoes, etching tools, folk looms). · <span style="font-family: 'Verdana','sans-serif';">Experiment with contemporary technologies (e.g., color fills on computers, texture methods on computers, fonts/point systems, animation techniques, video teleconferencing, multimedia techniques, internet access, library computer card catalogues). ||
 * <span style="font-family: Georgia,serif;">C. Know and use fundamental vocabulary within each of the arts forms. ||
 * <span style="font-family: Georgia,serif;">D. <span style="font-family: 'Verdana','sans-serif';">Describe and use knowledge of a specific style within each art form through a performance or exhibition of unique work. ||
 * <span style="font-family: Georgia,serif;">E. <span style="font-family: 'Verdana','sans-serif';">Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. ||
 * <span style="font-family: Georgia,serif;">F. <span style="font-family: 'Verdana','sans-serif';">Describe works of others through performance or exhibition in two art forms. <span style="font-family: Georgia,serif;"> ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify the function and benefits of rehearsals and practice sessions.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">H. Use and maintain materials, equipment and tools safely at work and performance spaces.
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Describe arts events that take place in schools and in communities.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">J. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">K. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities <span style="font-family: 'Verdana','sans-serif';">.  ||

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;"> || · <span style="font-family: 'Verdana','sans-serif';">Africa · <span style="font-family: 'Verdana','sans-serif';">Asia · <span style="font-family: 'Verdana','sans-serif';">Australia · <span style="font-family: 'Verdana','sans-serif';">Central America · <span style="font-family: 'Verdana','sans-serif';">Europe · <span style="font-family: 'Verdana','sans-serif';">North America · <span style="font-family: 'Verdana','sans-serif';">South America  || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">musical theatre). ||
 * **<span style="color: #000000; font-family: Georgia,serif; font-size: 12pt;">9.2.5 Historical and Cultural Contexts **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">A. Explain the historical, cultural and social context of an individual work in the arts. ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">B. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">C. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">D. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze a work of art from its historical and cultural perspective.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">E. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">F. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Know and apply appropriate vocabulary used between social studies and the arts and humanities.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts to geographic regions:
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">H. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American <span style="font-family: 'Verdana','sans-serif';">
 * <span style="font-family: Georgia,serif;">J. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music). ||
 * <span style="font-family: Georgia,serif;">K. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- blue grass). ||
 * <span style="font-family: Georgia,serif;">L. <span style="font-family: 'Verdana','sans-serif';">Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s //Appalachian Spring// and Millet’s //The// //Gleaners//). ||

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;"> || · <span style="font-family: 'Verdana','sans-serif';">Compare and contrast · <span style="font-family: 'Verdana','sans-serif';">Analyze · <span style="font-family: 'Verdana','sans-serif';">Interpret · <span style="font-family: 'Verdana','sans-serif';">Form and test hypotheses · <span style="font-family: 'Verdana','sans-serif';">Evaluate/form judgments  || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> || · <span style="font-family: 'Verdana','sans-serif';">Contextual criticism · <span style="font-family: 'Verdana','sans-serif';">Formal criticism · <span style="font-family: 'Verdana','sans-serif';">Intuitive criticism  ||
 * **<span style="color: black; font-family: Georgia,serif; font-size: 12pt;">9.3.5 Critical Response **
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif';">A. Identify critical processes used in the examination of works in the arts and humanities.
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif';">B. Describe works in the arts comparing similar and contrasting characteristics (e.g., staccato in Grieg’s //In the Hall of the Mountain King// and in tap dance).
 * <span style="font-family: 'Verdana','sans-serif';">C. Classify works in the arts by forms in which they are found (e.g., farce, architecture, graphic design). ||
 * <span style="font-family: 'Verdana','sans-serif';">D. Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response. ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif';">E. Describe and use types of critical analysis in the arts and humanities.
 * <span style="font-family: 'Verdana','sans-serif';">F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts. ||
 * <span style="font-family: Georgia,serif;">G. Describe a critic's position or opinion about selected works in the arts and humanities (e.g., student’s presentation of a critical position on Walt Disney’s //Evolution of Mickey and Minnie Mouse//). ||

Asian TV ads). ||
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.4.5 ****<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Aesthetic Response ** ||
 * <span style="font-family: 'Verdana','sans-serif';">A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">B. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Investigate and communicate multiple philosophical views about works in the arts  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">C. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify the attributes of various audiences’ environments as they influence individual aesthetic response (e.g., Beatles’ music played by the Boston Pops versus video taped concerts from the 1970s).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">D. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood).  ||

<span style="font-family: Georgia,serif;"> <span style="font-family: Arial,sans-serif;">**R5.A.2.1** <span style="font-family: Arial,sans-serif;"> Identify and interpret the meaning of vocabulary in nonfiction.
 * __**<span style="font-family: Georgia,serif;">Anchors **__


 * <span style="font-family: Georgia,serif;">**<span style="font-family: Arial,sans-serif;">M5.D.1.1 Create or extend patterns. ** ||

<span style="font-family: Georgia,serif;">
 * <span style="font-family: Georgia,serif; font-size: 120%;">**Fair Assessments**
 * __<span style="font-family: Georgia,serif;">**Summative** __


 * __<span style="font-family: Georgia,serif;">**Formative** __


 * __<span style="font-family: Georgia,serif;">**Daignostic** __


 * __<span style="font-family: Georgia,serif;">**Benchmark** __ ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">**Curriculum Framework**


 * <span style="font-family: Georgia,serif;">**__Big Ideas__**
 * 1) <span style="font-family: Georgia,serif;">The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.
 * 2) <span style="font-family: Georgia,serif;">Artists use tools and resources, as well as their own experiences and skills, to create art.
 * 3) <span style="font-family: Georgia,serif;">People create, experience, and engage with art throughout their lives.
 * 4) <span style="font-family: Georgia,serif;">The arts provide a medium to understand and exchange ideas.
 * 5) <span style="font-family: Georgia,serif;">Art is created for a variety of purposes; artists create for a variety of reasons.
 * 6) <span style="font-family: Georgia,serif;">Humans have expressed experiences and ideas through the arts throughout time and across cultures.
 * 7) <span style="font-family: Georgia,serif;">There are formal and informal processes used to assess the quality of works in the arts.
 * 8) <span style="font-family: Georgia,serif;">People use both aesthetic and critical processes to assess quality, interpret meaning, and determine value.


 * <span style="font-family: Georgia,serif;">**__Concepts__**
 * 1) <span style="font-family: Georgia,serif;">People use a variety of models to discern quality and meaning in works of art. (Formal, intuitive, contextual criticism)
 * 2) <span style="font-family: Georgia,serif;">Artists use observation of nature and understanding of man-made objects to stimulate their own creative responses.
 * 3) <span style="font-family: Georgia,serif;">Artists maintain documentation of their ideas and observations through journals, sketchbooks, samples, models, photographs, and/or electronic files/portfolios.
 * 4) <span style="font-family: Georgia,serif;">Artists are influenced by a variety of internal and external factors in the creation of a work of art, e.g. political and social issues, world cultures, traditions.
 * 5) <span style="font-family: Georgia,serif;">Artists use specific vocabulary when making or describing art.


 * <span style="font-family: Georgia,serif;">**__Competencies__**
 * 1) <span style="font-family: Georgia,serif;">Students will recognize and use different critical and analytical processes to discern quality and meaning.
 * 2) <span style="font-family: Georgia,serif;">Students will use recognized works of art as inspiration for their own works of art.
 * 3) <span style="font-family: Georgia,serif;">Students will maintain process portfolios as a method of documenting the evolution of an idea.
 * 4) <span style="font-family: Georgia,serif;">Students will understand that context influences the creation of a work of art.
 * 5) <span style="font-family: Georgia,serif;">Students will use appropriate vocabulary when making art and expressing their ideas about art.


 * <span style="font-family: Georgia,serif;">**__Essential Questions__**
 * 1) <span style="font-family: Georgia,serif;">Why and how do people create art?
 * 2) <span style="font-family: Georgia,serif;">In what ways are people consumers of the arts?
 * 3) <span style="font-family: Georgia,serif;">How do artists tell stories and/or convey messages in their work?
 * 4) <span style="font-family: Georgia,serif;">How do we interpret a work of art?
 * 5) <span style="font-family: Georgia,serif;">How can a work of art communicate a theme?
 * 6) <span style="font-family: Georgia,serif;">What does art say about the person who created it?
 * 7) <span style="font-family: Georgia,serif;">Why do people experience or engage with works in the arts?
 * 8) <span style="font-family: Georgia,serif;">How do artists learn and refine their skills?
 * 9) <span style="font-family: Georgia,serif;">In what ways do artists influence each other?
 * 10) <span style="font-family: Georgia,serif;">Are talent, inspiration and hard work equally important?
 * 11) <span style="font-family: Georgia,serif;">How is art-making a process?
 * 12) <span style="font-family: Georgia,serif;">How can works of art from different cultures be both the same and different?
 * 13) <span style="font-family: Georgia,serif;">How does tradition impact art making?
 * 14) <span style="font-family: Georgia,serif;">Why do people's reactions to works of art change over time?
 * 15) <span style="font-family: Georgia,serif;">How do people determine quality and value of a work of art?
 * 16) <span style="font-family: Georgia,serif;">Would art exist without aesthetics?
 * 17) <span style="font-family: Georgia,serif;">How does critical analysis differ from aesthetic response?
 * 18) <span style="font-family: Georgia,serif;">How do personal experiences influence our response to a work of art?

<span style="font-family: Georgia,serif;">**Additive sculpture** - when something is added to either relief or freestanding sculpture
 * <span style="font-family: Georgia,serif;">__**<span style="font-family: Georgia,serif;">Vocabulary **__
 * Art aesthetics** - ideas or schools of thought about what makes a work of art beautiful or successful
 * Digital art** - art created on a computer
 * Gesture** - an expressive movement
 * Implied** - a suggested line found in a composition
 * Linear perspective** - a way of using lines to show distance and depth
 * Movement** - A principal of design that can be a way of combining elements of art to produce the look of action. In a painting or photograph, for instance, movement refers to a representation or suggestion of motion.
 * One point perspective** - using lines to show distance and depth with all lines that move back into space meeting at one point
 * Proportion** - the principle of art concerned with the size relationships of one part to another
 * Scale** - size as measured against a standard reference
 * Stylized** - containing altered natural shapes, forms, colors, or textures in order to make a representation in a preset style or manner
 * Subtractive sculpture** - when an artist carves pieces away from a form
 * Unity** - the arrangement of elements and principle of art to create a feeling of completeness Vanishing point - The point on the horizon line where all the lines moving back into space seem to meet
 * Variety** - the principle of art concerned with combining art elements with slight changes to increase visual interest

<span style="font-family: Georgia,serif;">**Concept:** Artists maintain documentation of their ideas and observations through journals, sketchbooks, samples, models, photographs and/or electronic files/portfolios. //Assessment// - Each group will prepare an illustrated proposal that might convince a governing body to save the endangered artifact. The groups will document the artistic process with portfolios that may utilize journals, sketchbooks, samples, models, photographs or electronic files. Students will be assessed by a panel of classmates, who will judge both the proposal and the portfolio by criteria set at the beginning of the project by the teacher and students. Students may also choose to orally defend their proposal to the panel. ||
 * <span style="font-family: Georgia,serif;">__**Exemplars**__
 * Competency:** Students will maintain process portfolios as a method of documenting the evolution of an idea.
 * Exemplar:** In groups, students will research culturally significant artifacts, including historic structures, documents and sculpture. Students will identify a cultural artifact in their community that may be endangered.