4-30-2012 Asthetic Responses to Art

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Asthetic Responses

1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
A.  ASTHETIC RESPONSES: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.			RESOURCES
Contextual clues to artistic intent are embedded in artworks. Analysis ofarchetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.	1.4.8.A.1	Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art	The Getty Museum The British Museum Art Babble Arts Edge The Art Project by Google Unscramble Game Unravel Game How to Read a Painting Interpreting Art (Essay) Interpreting Abstract Art Art Criticism Interpreting Art Lesson Symbolism in Art Sistine Chapel Symbolism (blog) Color Symbolism and Culture Middle School Art Lessons A World History of Art Metaphore in Art Strategies Learning About Art Meaning of Colors Color Theory Interpreting Culture (journal) Gardner's Art Through the Ages Art Appreciation Flashcards 3 Levels of Analysis Lesson Song Meanings
Art may be used for utilitarian and non-utilitarian purposes.	1.4.8.A.2	Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes.
Performance technique in dance, music, theatre, and visual art varies according to historical era and genre.	1.4.8.A.3	Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.
Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre’s stylistic traits.	1.4.8.A.4	Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values.
Symbolism and metaphor are characteristics of art and art-making.	1.4.8.A.5	Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art.
Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality.	1.4.8.A.6	Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.
Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality.	1.4.8.A.7	Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art.

4-29-2012 Musical Creation and Performance

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Performance: Music

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
B.  By the end of grade 8, those students choosing MUSIC as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills.			RESOURCES
Western, non-Western, and avant-garde notation systems have distinctly different characteristics.	1.3.8.B.1	Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.	Incredibox Monkey Machine Arts Alive Font de Music Kisstunes Tony-B Machine Button Beats UJAM Isle of Tune Music Shake Beat Lab Soundation Music Theory Music Dynamics Music Definitions Elements of Music Music History Thinkquest Music from Historical Periods Classics for Kids History of Music in 5 Minutes Music Genres List Music of Countries and Cultures
Stylistic considerations vary across genres, cultures, and historical eras.	1.3.8.B.2	Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.
Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo, forte, etc.) is a component of music literacy.	1.3.8.B.3	Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.
Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras andgenres of music.	1.3.8.B.4	Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques

4-28-2012 Choreographing Curriculum

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Performance: Dance

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
A.  By the end of grade 8, those students choosing DANCE as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills.			RESOURCES
Movement dynamics and qualities emphasize time, space, and energy.Movement affinities and effort actionsimpact dynamic tension and spatial relationships.	1.3.8.A.1	Incorporate a broad range of dynamics and movement qualities in planned and improvised solo and group works by manipulating aspects of time, space, and energy.	Arts Alive Dance Words Teaching Dynamics Space Space, Time, Energy The Dancer's Blog Elements of Dance Teaching Elements of Dance Choreography Assessment Modern Dance Create-A-Line-Dance Dance Lesson of the Month Dance and Literature Laban Movement Analysis What is a Lyrical Dance? Lyricism Video
Dance may be used as a symbolic language to communicate universal themes and varied points of view about social, political, or   historical issues in given eras.	1.3.8.A.2	Choreograph and perform cohesive dance works that reflect social, historical, and/or political themes.
Foundational understanding of anatomical and kinesthetic principlesis a contributing factor to dance artistry. Artistry in dance requires rhythmic acuity.	1.3.8.A.3	Choreograph and perform movement sequences that demonstrate artistic application of anatomical and kinesthetic principles as well as   rhythmic acuity.
Technology and media arts are often catalysts for   creating original choreographic compositions.	1.3.8.A.4	Use media arts and technology in the creation and performance of short, original choreographic compositions.

4-27-2012 History of Arts and Culture

Teching the CCCS

Visual and Performing Arts

Grades 6-8

History of Arts and Culture

By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.			RESOURCES
Technological changes have and will continue to substantially influence the development and nature of the arts.	1.2.8.A.1	Map historical innovations in dance, music, theatre, and visual   art that were caused by the creation of new technologies.	Google Maps NPR Music History 102 Music Timeline Music History Websites Music Tech Teacher Ballad of America Timeline of Art History Art History net Smart History Museum of Online Museums Waltee's Quest The Art Project by Google Arts Alive Art History Resources About Art History Doing DaVinci Thing Quest - Leonardo DaVinci BBC - Leonardo DaVinci Exploring Leonardo DaVinci Impersonating Piccaso History of Theatre Timeline Theatre History Theatre History . com Theatre on History World Vaudeville and Popular Entertainment 1870-1920 Dance on History World History of Dance Resources
Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values.	1.2.8.A.2	Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events   that are chronicled in the histories of diverse cultures.
The arts reflect cultural morays and personal aesthetics throughout the ages.	1.2.8.A.3	Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

4-26-2012 Active Citizenship in the 21st Century

Teching the CCCS

Social Studies

6.3 Active Citizenship in the 21st Century

Content Area	Social Studies
Standard	6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade Level	By the end of grade 8
Content Statement	Strand CPI# Cumulative Progress Indicator (CPI)
Active citizens in the 21st century: Recognize the causes and effects of prejudice on individuals, groups, and society. Recognize the value of cultural diversity, as well as the potential for misunderstanding. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes. Listens open-mindedly to views contrary to their own. Collaboratively develop and practice strategies for managing and resolving conflict. Demonstrate understanding of democratic values and processes. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences. Challenge unfair viewpoints and behavior by taking action. Make informed and reasoned decisions. Accept decisions that are made for the common good.	A. Civics, Government, and Human Rights 6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion. 6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature). 6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education. B. Geography, People and the Environment 6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. C. Economics, Innovation, and Technology 6.3.8.C.1 Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities. D. History, Culture, and Perspectives 6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.  RESOURCES Kids.gov Flat Classrooms Random Kid Global Education Collaborative Mapping Worlds National Geographic Poodwaddle Real Time Data World Mapper GEO Games Critical Thinking - Debate on AMap Play the News Harcourt - The World BBC News for Kids Web Guide to Geography National Geographic Bee Scott Foresman Social Studies Where Did My Tax Dollars Go? Mapskip Snag Learning History Films Nanotechnology and privacy The Nanozone 9-11 Interactive Timeline Teaching Media Literacy Bias If It Were My Home Global School Net Facing History and Ourselves Online Texts 16 Ways to Make Global Connections