Sixth+Grade

Sixth Grade
Standard(s) Aligned System  
 * **Clear Standards**
 * __**Standards ** __ || 

 ||
 * ** 9.1.8 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 Visual Arts: • color • form/shape • line • space • texture • value // · **Principles** // Ø 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;">Analyze the use of materials. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain issues of cleanliness related to the arts. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain the use of mechanical/electrical equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate how to work in selected physical space/environment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate the selection of safe props/stage equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Demonstrate methods for storing materials in the arts. || · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain and demonstrate traditional technologies (e.g., paint, tools, sponges, weaving designs, instruments, natural pigments/glazes). · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Explain and demonstrate contemporary technologies (e.g., MIDI keyboards, Internet design, computers, interactive technologies, audio/sound equipment, board-mixer, video equipment, computerized lighting design). ||
 * <span style="font-family: 'Verdana','sans-serif';">C. Identify and use comprehensive vocabulary within each of the arts forms. ||
 * <span style="font-family: Georgia,serif;">D. <span style="font-family: 'Verdana','sans-serif';">Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. ||
 * <span style="font-family: Georgia,serif;">E. <span style="font-family: 'Verdana','sans-serif';">Communicate a unifying theme or point of view through the production of works in the arts. ||
 * <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;">Explain works of others within each art form through performance or exhibition.  ||
 * <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;">Explain the function and benefits of rehearsal and practice sessions.  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">H. Demonstrate 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;">Know where arts events, performances and exhibitions occur and how to gain admission.  ||
 * <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;">Incorporate specific uses of traditional and contemporary technologies within the design 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;">Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.  ||

· <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: black; font-family: Georgia,serif; font-size: 12pt;">9.2.8 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: '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: '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: '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';">
 * 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="color: black; font-family: Georgia,serif; font-size: 12pt;">9.3.8 Critical Response **

<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';">Contextual criticism · <span style="font-family: 'Verdana','sans-serif';">Formal criticism · <span style="font-family: 'Verdana','sans-serif';">Intuitive criticism  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Verdana','sans-serif';">A. Know and use the critical process of the examination of works in the arts and humanities.
 * <span style="font-family: 'Verdana','sans-serif';">B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music). ||
 * <span style="font-family: Georgia,serif;">C. <span style="font-family: 'Verdana','sans-serif';">Identify and classify styles, forms, types and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). ||
 * <span style="font-family: Georgia,serif;">D. <span style="font-family: 'Verdana','sans-serif';">Evaluate works in the arts and humanities using a complex vocabulary of critical response. ||
 * <span style="font-family: Georgia,serif;">E. <span style="font-family: 'Verdana','sans-serif';">Interpret and use various types of critical analysis in the arts and humanities.
 * <span style="font-family: Georgia,serif;">F. <span style="font-family: 'Verdana','sans-serif';">Apply the process of criticism to identify characteristics among works in the arts. ||
 * <span style="font-family: Georgia,serif;">G. Compare and contrast critical positions or opinions about selected works in the arts and humanities (e.g., critic’s review and comparison of Alvin Ailey’s //Revelations// to Tchaikovsky’s //Swan Lake).// ||


 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.4.8 ****<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Aesthetic Response **

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> ||
 * <span style="font-family: 'Verdana','sans-serif';">A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities (e.g., group discussions on musical theatre versus the individual’s concept of musical theatre). ||
 * <span style="font-family: 'Verdana','sans-serif';">B. Compare and contrast informed individual opinions about the meaning of works in the arts to others (e.g., debate philosophical opinions within a listserve or at an artist’s website). ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif';">C. <span style="font-family: 'Verdana','sans-serif';">Describe how the attributes of the audience’s environment influence aesthetic responses (e.g., the ambiance of the theatre in a performance of Andrew Lloyd Weber’s //Cats//).  ||
 * <span style="font-family: Georgia,serif;"><span style="font-family: 'Times New Roman','serif';">D. <span style="font-family: 'Verdana','sans-serif';">Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities (e.g., T. Ganson’s //Destructive Periods in Russia During Stalin’s and Deniken’//s //Leadership// conveys her memories and emotions of a specific incident).  ||

<span style="font-family: Georgia,serif;"> <span style="font-family: Arial,sans-serif;">**R6.A.2.1** <span style="font-family: Arial,sans-serif;"> Identify and apply the meaning of vocabulary in nonfiction.
 * __<span style="font-family: Georgia,serif;">**Anchors** __

<span style="font-family: Arial,sans-serif;">**M6.C.1.1** Define and/or use basic properties of triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons, nonagons, decagons and circles.
 * M6.D.1.1** Create or extend patterns.


 * <span style="font-family: Georgia,serif;">**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;">**Curriculum Framework**

The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.
 * <span style="font-family: Georgia,serif;">__**<span style="font-family: Georgia,serif;">Big Ideas **__
 * 1) <span style="font-family: Georgia,serif;">Artists use tools and resources, as well as their own experiences and skills, to create art.
 * 2) <span style="font-family: Georgia,serif;">People create, experience, and engage with art throughout their lives.
 * 3) <span style="font-family: Georgia,serif;">The arts provide a medium to understand and exchange ideas.
 * 4) <span style="font-family: Georgia,serif;">Art is created for a variety of purposes; artists create for a variety of reasons.
 * 5) <span style="font-family: Georgia,serif;">Humans have expressed experiences and ideas through the arts throughout time and across cultures.
 * 6) <span style="font-family: Georgia,serif;">There are formal and informal processes used to assess the quality of works in the arts.
 * 7) <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;">Artists create art to provoke, entertain, and challenge the status quo.
 * 2) <span style="font-family: Georgia,serif;">Artists create work that reflects their beliefs, values, and traditions.
 * 3) <span style="font-family: Georgia,serif;">Artists use specific vocabulary when making or describing art.
 * 4) <span style="font-family: Georgia,serif;">Artists demonstrate preferences in the choices they make when creating and exhibiting art.


 * __<span style="font-family: Georgia,serif;">**Competencies** __
 * 1) <span style="font-family: Georgia,serif;">Students will select a work of art (theirs or soemone else's) and justify their own interpretation of its meaning.
 * 2) <span style="font-family: Georgia,serif;">Students will use critical analysis in an attempt to speculate or theorize regarding the artist’s intent.
 * 3) <span style="font-family: Georgia,serif;">Students will integrate vocabulary that demonstrates their ability to analyze, synthesize, and hypothesize when making or describing art.
 * 4) <span style="font-family: Georgia,serif;">Students will demonstrate a preference for making artistic choices.


 * __**<span style="font-family: Georgia,serif;">Essential Questions **__
 * 1) <span style="font-family: Georgia,serif;">Are reflection and revision necessary to the process of art-making?
 * 2) <span style="font-family: Georgia,serif;">Why are there elements common to many different art forms?
 * 3) <span style="font-family: Georgia,serif;">Is a work of art ever finished?
 * 4) <span style="font-family: Georgia,serif;">In what ways have technological changes influenced artistic expression?
 * 5) <span style="font-family: Georgia,serif;">How does art reflect as well as shape culture?
 * 6) <span style="font-family: Georgia,serif;">In what ways are people stewards of the arts?
 * 7) <span style="font-family: Georgia,serif;">In what ways do the elements and principles of the arts influence what we see, hear and touch every day?
 * 8) <span style="font-family: Georgia,serif;">Do artists have a responsibility to their audience?
 * 9) <span style="font-family: Georgia,serif;">What factors inspire or influence an artist’s work?
 * 10) <span style="font-family: Georgia,serif;">How do people express meaning through the arts?
 * 11) <span style="font-family: Georgia,serif;">How do people interpret meaning of works in the arts?
 * 12) <span style="font-family: Georgia,serif;">In what ways do artists generate new perspectives?
 * 13) <span style="font-family: Georgia,serif;">In what ways do artists solve problems?
 * 14) <span style="font-family: Georgia,serif;">Can artists influence the way people see the world?
 * 15) <span style="font-family: Georgia,serif;">How do works in the arts reflect the time and place in which they were created?
 * 16) <span style="font-family: Georgia,serif;">How do works in the arts reflect the time and place in which they are performed or revived?
 * 17) <span style="font-family: Georgia,serif;">Why is informed discussion a key component of critical inquiry?
 * 18) <span style="font-family: Georgia,serif;">Should aesthetics supersede function?
 * 19) <span style="font-family: Georgia,serif;">How does critical analysis impact our response to a work of art?

<span style="font-family: Georgia,serif;">**Ancient art** - the arts prior to medieval ages, from China, India, Mesopotamia, Egypt, Morocco, Greece and Rome
 * __<span style="font-family: Georgia,serif;">**Vocabulary** __
 * Calligraphy** - the fine art of hand lettering
 * Commercial art** - graphic arts, the design and production of visual symbols and images, prepared for advertising, web design and packaging
 * Eastern art** - art forms created in the eastern hemisphere and include Asia and Middle Eastern art forms.
 * Foreshortening** - A way of representation a subject or an object so that it conveys the illusion of depth. The object seems to thrust forward or go back into space.
 * Harmony**- combining elements of art to accent their similarities.
 * Medieval art** - Over 1000 years of art history in Europe, the Middle East and North Africa, covering Early Christian, Byzantine, Gothic, Romanesque and Islamic Art among others
 * Popular culture (Pop culture)** - beliefs, values, objects, and traditions that are influenced by mass media, advertising ,and the entertainment industry, and enjoyed and consumed by the mainstream. Popular culture can be considered the opposite of elite or high culture.
 * Public art** - art forms placed in public places
 * Renaissance** - Period of rebirth, in art history the Renaissance of Art followed the Medieval Period of Art
 * Sumi-e** - an East Asian black ink and wash painting or brush painting similar to East Asian calligraphy
 * Western art** - art forms created in the western hemisphere that include European and American art forms

<span style="font-family: Georgia,serif;">**Concept:** Artists create work that reflects their beliefs, values, and traditions. //Assessment// - Students will design a personal calendar based on their own beliefs, values, and traditions. They will choose the medium that best expresses their intent. They will create an artist statement that explains the significance of their calendar, including the choices made regarding medium, design, and structure.
 * __<span style="font-family: Georgia,serif;">**Exemplars** __
 * Competency:** Students will use critical analysis in an attempt to speculate or theorize regarding the artist’s intent.
 * Exemplar:** Students will research calendars from different cultures, e.g. Mayan calendars and pyramids, stone Aztec calendars. Students will discuss the factors that influence the calendars that different groups of people create, including traditions, beliefs and geographic location.

Students will view the calendars that their peers have created and use elements of formal, intuitive and contextual criticism to discern the artist’s intent. They will then read the artist statement and respond to prompts regarding the artist’s success in communicating his or her intent. ||