BOONE COUNTY HIGH SCHOOL FINE ARTS AND HUMANITIES CURRICULUM MAP

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BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


CURRICULUM MAP











Boone County High School

February 2008


Essential Questions



ELEMENTS AND PRINCIPLES OF DESIGN


4 WEEKS

1.

What art techniques are used to distinguish different art styles and movements?

2.

What methods do artists use to incorporate the elements and principles of design into their
artwork?

3.

What trai
ning is necessary for the different careers available in the Visual Arts field?

4.

How do specific art purposes change the direction that an artist may use when creating a piece of
work?

5. How does knowledge of the elements and principles of art

allow us t
o more fully appreciate art?

6. What is the relationship between the elements and principles of art?


Program of Studies

and Core Content



Academic
Vocabulary

and

Key Content

PROGRAM OF STUDIES:

AH
-
HS
-
SA
-
U
-
2

Students will understand that the princip
les of design and the elements of visual
art are intentionally applied in creating works of art.

AH
-
HS
-
SA
-
U
-
3

Students will understand that

responding to and critiquing works of art involves
an understanding of elements, principles, and structures appropri
ate to each
area of the arts.

AH
-
HS
-
SA
-
U
-
4

Students will understand that

existing and emerging technologies can inspire
new applications of structural components

AH
-
HS
-
SA
-
S
-
VA1

Students will use appropriate terminology to analyze and evaluate the use of
el
ements of art (e.g., line, shape, form, texture, color) and principles of design
(emphasis, pattern, balance, contrast) in a variety of visual artworks

AH
-
HS
-
SA
-
S
-
VA2

Students will expressively use the elements of art, principles of design, and a
variety o
f processes in creating artworks

AH
-
HS
-
SA
-
S
-
VA3

Students will apply organizational structures and evaluate what makes them
effective or not effective in communicating ideas

AH
-
HS
-
SA
-
S
-
VA4

Students will analyze and evaluate the use of elements of art (e.g.,

line, shape,
color properties, color schemes/groups, form, texture, space, value) and principles
of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm,
proportion, movement) in a variety of two and three dimensional artworks

AH
-
HS
-
SA
-
S
-
VA5

Students will identify and use a variety of subject matter in viewing and creating
visual artworks (representational


e.g., landscape, portrait, still life,
nonrepresentational


e.g., abstract, non
-
objective)

A
H
-
HS
-
HA
-
U
-
1

Students will understand t
hat the arts are powerful tools for understanding
ELEMENTS: Color,
line, shape, form,
space, texture, and
value


PRINCIPLES:
Emphasis, balance,
contrast, pattern,
unity, movement,
and rhythm


PROCESS: 2
-
Dimensional and 3
-
Dimensional


PURPOSE:
Decorative,
functional, artistic
expression,
narrative
,
and
persuasive


SUBJECT MATTER:

Still life, portrait,
non
-
objective, non
-
representational,
landscape, and
abstract


VARIOUS MEDIA
:
Charcoal, acrylic
paint, oil pastel, etc.


BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


CURRICULUM MAP











Boone County High School

February 2008


human experiences both past and present.

AH
-
HS
-
HA
-
U
-
2

Students will understand that

the arts help us understand others’ (often very
different) ways of thinking, working, and expressing ourselves.

AH
-
HS
-
HA
-
U
-
3

Students will understand that

the arts play a major role in the creation and
defining of cultures and building civilizations.

AH
-
HS
-
PCA
-
U
-
1

Students will understand that the arts fulfill a variety of purposes in society (e.g.,
to present issues and idea
s, to entertain, to teach or persuade, to design, plan
and beautify).

AH
-
HS
-
PCA
-
U
-
2

Students will understand that

the arts have value and significance for daily life.
They provide personal fulfillment, whether in vocational settings, avocational
pursuits,
or leisure.

AH
-
HS
-
PCA
-
U
-
3

Students will understand that

the arts provide forms of nonverbal
communication that can strengthen the presentation of ideas and emotions.

AH
-
HS
-
PCA
-
S
-
VA1

Students will compare, interpret, and explain purposes for which visual ar
t is
created (ceremonial, artistic expression, narrative, functional)

AH
-
HS
-
PCA
-
S
-
VA2

Students will create new, select, choose and experience artworks created to fulfill
a variety of specific purposes

AH
-
HS
-
PA
-
U
-
1

Students will understand that there are th
ree distinct processes for involvement
in the arts; creating new artworks, performing works previously created, and
responding to artworks and performances.

AH
-
HS
-
PA
-
U
-
2

Students will understand that

full understanding and appreciation of the arts
requires

some degree of involvement in all three processes.

AH
-
HS
-
PA
-
U
-
3

Students will understand that

openness, respect for work, and an understanding
of how artists apply elements and principles of design in creating and performing
are personal attitudes and ski
lls that enhance enjoyment of the observer.

AH
-
HS
-
PA
-
U
-
4

Students will understand that

existing and emerging technologies can extend the
reach of the art form to new audiences.

AH
-
HS
-
PA
-
S
-
VA1

Students will be actively involved in selecting media, technique
s, subject matter,
and processes for creating artworks for specific purposes, applying the elements
of art and principles of design

AH
-
HS
-
PA
-
S
-
VA2

Students will use knowledge of the elements and principles of art and art
terminology to:

BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


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Boone County High School

February 2008




create expressive a
rtworks



describe and critique their own work creations and the creations of others
(e.g., how the communication of ideas relates to media, techniques, or
processes used)

AH
-
HS
-
PA
-
S
-
VA3

Students will identify and apply criteria for evaluating visual (e.g.,
skill of artist,
originality, emotional impact, variety, interest, technical quality)

Students will



use appropriate terminology to analyze and evaluate the use of elements
of art (line, shape, form, texture, color) and principles of design (e.g.,
emphasis,

pattern, balance, contrast) in a variety of visual artworks



expressively use the elements of art, principles of design and a variety of
processes in creating artworks



apply organizational structures and evaluate what makes them effective
or not effective
in communicating ideas



analyze and evaluate the use of elements of art (e.g., line, shape, color
properties, color schemes/groups, form, texture, space, value) and
principles of design (e.g., repetition, emphasis, pattern, balance, contrast,
rhythm, propor
tion, movement) in a variety of two and three dimensional
artworks

identify and use a variety of subject matter in viewing and creating visual
artworks (representational


e.g., landscape, portrait, still life,
nonrepresentational


e.g., abstract, non
-
obj
ective)

Students will



compare, interpret and explain purposes for which visual art is created
(ceremonial, artistic expression, narrative, functional, persuasive)

create new, choose and experience artworks created to fulfill a variety of specific
purposes

Students will



be actively involved in selecting media, techniques, subject matter and
processes for creating artworks for specific purposes, applying the
elements of art and principles of design



use knowledge of the elements and principles of art and art t
erminology
to:

o

create expressive artworks

o

describe and critique their own work creations and the creations of
others (e.g., how the communication of ideas relates to media,
techniques, or processes used)



identify and apply criteria for evaluating visual ar
ts (e.g., skill of artist,
originality, emotional impact, variety, interest, technical quality)



demonstrate
behavior appropriate for observing the particular context and
style
of the artwork being viewed; discuss opinions with peers in a
supportive and con
structive way



describe personal responses to artwork; explain why there might be
different responses to specific works of art (e.g., personal experience,
interest, medium used, effectiveness of message)

explore skills and training necessary for a variety o
f careers in visual arts

BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


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Boone County High School

February 2008



KENTUCKY CORE CONTENT:

AH
-
HS
-
1.4.1

Students will
analyze or evaluate

the use of the elements of art and principles of
design in a variety of artworks.

(Incorporates knowledge about elements of art
and principles of design from pr
imary through 8
th

grade)

Elements of art:

Line, Shape, Form, Texture, Space (perspective: aerial or atmospheric,
two
-
point linear perspective), Value (lightness and darkness, tints and
shades), Color (color theory
-

primary, secondary, intermediate hues,
i
ntensity
-

brightness and dullness, color schemes/groups
-

triadic,
complementary, analogous)

Principles of design:

Repetition, Pattern, Rhythm, Movement, Contrast, Proportion, Balance
(symmetrical, asymmetrical, radial), Emphasis (focal point), Variety, U
nity

AH
-
HS
-
1.4.2

Students will analyze or evaluate the use of media and art processes in creating
artworks.

Media (plural)/Medium (singular)

(Properties of media need to be known in order to respond to artworks)

Two
-
dimensional:

paint (watercolor, tempera
, oil, acrylic), fabric, yarn, paper,
ink, pastel (oil and chalk), fiber, photography, computer
-
generated design/art

Three
-
dimensional:

clay, wood, glass, metal, stone, plaster

Art processes:

Two
-
dimensional
: drawing, painting, fiber art (e.g., fabric pri
nting, stamping,
batik, tie
-
dye), printmaking, photography

Three
-
dimensional
: textiles, fiber art (e.g., constructing with fiber, weaving, rugs,
crocheting, knitting, quilting), ceramics, sculpture, architecture

Subject matter
: representational (e.g., la
ndscape, portrait, still life),
nonrepresentational (e.g., abstract, non
-
objective)

AH
-
HS
-
3.4.1

Students will explain how art fulfills a variety of purposes.


Purposes of visual arts: (different roles of art)

Ceremonial

-

ritual, celebration, artworks cre
ated 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 information, art to document important or historical events (e.g.,
Lange’s photography of the Depression era)

Functional

-

artistic objects used in everyday life (e.g., pottery, quilts, baskets,
BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


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Boone County High School

February 2008


etc.)

Persuasive
-

artworks that promote ideas
, philosophies, or products (e.g.,
advertising, marketing, propaganda, ideology, etc

AH
-
HS
-
4.4.1

Students will incorporate the elements of art and principles of design to generate
several solutions to a variety of visual art situations

AH
-
HS
-
4.4.2

Students

will use media and processes, subject matter, symbols, ideas and
themes to communicate cultural and aesthetic values

AH
-
HS
-
4.4.3

Students will identify skills and training necessary for a variety of careers in
visual arts.




































Suggested Activities and
S
ample Assessment Questions follow unit.

BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


CURRICULUM MAP











Boone County High School

February 2008


Instructional

Resources


Discovering Art History



3
rd

Edition


Davis Publications

Arts & Ideas



10
th

Edition


Thomson/Wadsworth Publishing

Exploring Visual Design


3
rd

Edition


Davis Publications

The Visual Experience


3
rd

Edition


Davis Publications










Suggested Activities



With each lesson over the Elements and Principles (each element and each principle is its own
lesson), an art activity should take place. For example, with the art element of Line


students
can create Cross
-
Contour images using white

construction paper, black construction paper,
sketching pencils, and charcoal.



Each of the Elements and Principles can also be taught with a specific artist so that students
are able to understand how an artist utilizes that Element/Principle in his/her a
rtwork.

1.

Color


Salvador Dali

(Student artwork uses principles of surrealism along with experimenting
with true, arbitrary and optical color)

2.

Line/Form


Frank Lloyd Wright

(Using architectural techniques


students design structures)

3.

Space


Claude Monet

(Students create an “Impressionist” style landscape which demonstrates
the methods of creating the illusion of 3D space.)

4.

Texture


Mary Cassatt

5.

Shape/Value


Pablo Picasso

(Students create Cubist artwork


using both geometric and
organic shapes while pay
ing attention to the value scale for their design.)

PRINCIPLES

1.

Balance


Rembrandt



Students complete self
-
portraits (symmetrical balance)

2.

Unity


Vincent Van Gogh

3.

Emphasis
& Contrast


Georgia O’Keeffe

4.

Movement & Rhythm


Jacob Lawrence

5.

Pattern


Andy War
hol



For each artist, students can be given webquests (in order to utilize technology) to
research individual artists, as well as choose paintings/structures to
describe/analyze/evaluate for their use of the Elements and Principles of Design.


CAREERS:

1.

Stud
ents will research the various careers offered in the field of Visual arts.

2.

Students will present their chosen career and training/skills necessary for that career to their
class.

3.

Students will practice some of the necessary skills throughout the unit as t
hey create their own
original works.




BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


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Boone County High School

February 2008



High School Art Open Response

Principles of Design


The principles of design are the concepts for organizing the elements of art into successful art forms.
These principles may work independently or in conjunction
with one another.


Consider these line compositions by Pablo Picasso.


1.

“Woman with the Flowing Hair”

2.

“War and Peace”



a.)

Choose two of the following principles (balance, emphasis, repetition, pattern,
proportion, movement) that could be used to describe
one

of these works.

b.)

Interpret how Picasso used t
hese principles to organize the elements (line, shape, space)
in this composition.


SCORING GUIDE


4

Student gives correct answers for parts A and B. All explanations are clear
and complete. There is evidence of clear understanding of the concept.

3

Stu
dent gives correct answers for parts A and B. Explanations are correct, but
possibly unclear. There is less evidence of clear understanding.

2

Student answers 1 (A or B) part of the question completely correct. There is
some evidence of understanding
.

1

Student gives only parts of correct answers. There is little evidence of
understanding.

0

Response is totally incorrect or irrelevant (does not add any new information
to the question)

B

No response

BOONE COUNTY HIGH SCHOOL

FINE ARTS AND HUM
ANITIES


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Boone County High School

February 2008





High School Arts and Humanities


AH


HS


2.
4.1 DOK 3 Open Response





















One of the main purposes of art is to persuade the viewer. Jacques Louis David, a painter from
the neoclassical period, used propaganda as his form of persuasion. See David's "The Death of
Marat"(fig.1) and "N
apoleon Bonaparte Crossing the San Bernando Pass" (fig.2)


Instructions

A.

Define "propaganda"

B.

Select one of the paintings and identify the subject, and discuss how the


painting could be used for propaganda
-

including the intended audience


a
nd impact.






BOONE COUNTY HIGH SCHOOL

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ANITIES


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Boone County High School

February 2008


High School Art Open Response

Purpose for Visual Art


Directions: Answer all parts of the question in the answer space provided.


Prompt: When creating artwork, artists have reasons for choosing certain subject matter. In this
question, y
ou have been asked to choose and create a work of art.


a.)

Consider the purposes of art and decide which you would prefer to use for your assignment.
Explain what your reason would be using one of the purposes of art.

b.) Using examples to justify your rea
sons, develop a detailed plan for this art work. Explain what
you will use, and what you will try to say with your work of art.


SCORING GUIDE


4

Student gives correct answers for parts A and B. All explanations are clear
and complete. There is evidence
of clear understanding of the concept.


3

Student gives correct answers for parts A and B. Explanations are correct, but
possibly unclear. There is less evidence of clear understanding.

2

Student answers 1 (A or B) part of the question completely corr
ect. There is
some evidence of understanding.

1

Student gives only parts of correct answers. There is little evidence of
understanding.

0

Response is totally incorrect or irrelevant (does not add any new information
to the question)

B

No response



BOONE COUNTY HIGH SCHOOL

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ANITIES


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Boone County High School

February 2008


High School Art Open Response

Still Life

Directions: Answer all parts of the question on the answer sheet provided.


Drawing from a still life set up is a nat
ural way to learn the basics of the drawing process. Still life
can train your eyes to see the shapes of real objects and explore their three
-
dimensionality. In the past
several class periods you have worked from a still life set up. Reflect on what you

have experienced as
an artist to do the following tasks.


a.

Using objects you drew in your still life drawing lesson, identify and describe two elements of
art that you included to make your drawing successful.


b. Does this painting meet the requirements

an accurate still life? Why or

why not? Use examples from your work and characteristics from a still
-

life painting to defend your answer.


SCORING GUIDE


4

Student gives correct answers for parts A and B. All explanations are clear
and complete. The
re is evidence of clear understanding of the concept.


3

Student gives correct answers for parts A and B. Explanations are correct, but
possibly unclear. There is less evidence of clear understanding.

2

Student answers 1 (A or B) part of the question
completely correct. There is
some evidence of understanding.

1

Student gives only parts of correct answers. There is little evidence of
understanding.

0

Response is totally incorrect or irrelevant (does not add any new information
to the question)

B

No response



BOONE COUNTY HIGH SCHOOL

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ANITIES


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Boone County High School

February 2008


High School Art Open Response

Elements of Art

Prompt:

Artists use the elements of design/art as the building

blocks for making art work. Consider the
following art works.




1
. Miriam Schapiro. High Steppin’ Strutter I. 1985. Paper and acrylic on paper. 203.2 x

138.4 cm. Bernice Steinbaum Gallery, New York. Given Anonymously.


2. Vincent Van Gogh. Cypresses. 1889. Oil on canvas. 93.3 x

74 cm. Metropolitan Museum of art, New
York, New York. Rogers Fund,1949


a.

Choose one of the artworks above and analyze how the artist used the

elements of art.



b.

Defend the use of that element in the artwork you chose. Use evidence

from the painting to
support your answer




BOONE COUNTY HIGH SCHOOL

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Boone County High School

February 2008


Sample Open Response Question
s


OPEN RESPONSE

New artists often refer to past artists, movements, and styles to help them gain insight and instruction
into the craft so that they may leave an impression on the art world with their
works.


A.

Choose two artists from different time periods and describe their techniques and art styles
during each particular time period.

B.

Providing a minimum of three examples, compare and contrast the two artists. Be sure to
show how the earlier one had a
significant impact on the artist that came later.


Artists use the principles of art to perform different tasks. Demonstrate your knowledge of the
following:


A.

Examine the painting on page 403 in the
Discovering Art History
textbook. List two of the
seven

principles of art that you notice in the painting. Be sure to explain using at least 2
specific details for each principle how they are used.

B.

Analyze the two principles you chose in part A. Interpret the piece carefully explaining why
you think the arti
st used the principle the way he/she did. What message is the artist trying to
convey?




Core Content/Program of Studies Code Number:

AH
-
M


4.1.31; AH
-
M


4.1.34



Intent of Item:


Identify predominate elements of art that contribute to the

artist
’s purpose,



Item Name:
The Starry Night



Prompt:

One of Vincent van Gogh’s most famous paintings, The Starry Night, depicts a fantastic and
unrealistic night sky. Some viewers claim it reflects the Milky Way and constellations shinning in
1889 over
the valley of the Rhone River in France, where it was painted. Others claim it represents
the turmoil that Vincent was experiencing in his emotional struggles. Another argument could be
made that he was dealing primarily with the elements and principles
of art.


Instructions:

After viewing Vincent Van Gogh’s painting, The Starry Night, complete the following:



a)


What is the artist’s purpose?


b)


What two elements are most predominate in contributing to that purpose?


c)


Explain your decisi
on including why the artist uses these elements to support his purpose.





BOONE COUNTY HIGH SCHOOL

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ANITIES


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Boone County High School

February 2008



High School Art Open Response

Line


Directions: Answer all parts of the question on the answer sheet provided.


Five Kinds of Line


Horizontal=restful, calm

Vertical=strength, dig
nity

Diagonal=falling, rising

Zig
-
Zag=confusion

Curved=graceful, movement


A.

Illustrate a simple scene that incorporates three or more of the five different kinds of lines

B.

Explain two reasons why artists use a variety of lines in their drawings or paintings.

C.

Look at your illustration in section A and describe how your use of lines suggests meaning.
Include how these lines relate to your subject matter. (For example, a bent tree suggests strong
wind as well as movement through the use of curved and slanted l
ines.

SCORING GUIDE

4

Student gives correct answers for parts A, B and C. All explanations are clear
and complete. There is evidence of clear understanding of the concept.

3

Student gives correct answers for parts A , B and C. Explanations are correct,

but possibly unclear. There is less evidence of clear understanding.

2

Student answers 2 (of A, B and C) parts of the question completely correct.
There is some evidence of understanding.

1

Student gives only one correct answer, or parts of correct a
nswers. There is
little evidence of understanding.

0

Response is totally incorrect or irrelevant (does not add any new information
to the question)

B

No response




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Boone County High School

February 2008


Core Content/Pr
ogram of Studies Code Number:

AH
-
H


4.2.32 and AH
-
H


4.2.37



Intent of Item:

Purposes of Art



Item Name:
War from a Spanish Artist’s Perspective



Prompt:

War is seen from many perspectives, including the artist’s perspective when he/she creates
art.
Recently, the media has bombarded the United States with pictures and images of the war in
Iraq and the war on terror. Although their viewpoint may be different, their purpose is often to
express their views, imitate life, or depict images using abs
tract qualities.


Instructions:

a)


Choose one of the following paintings:



Guernica


Pablo Picasso



La Rendicion de Breda


Diego Velazquez



El 3 de mayo


Francisco Goya


b)


Predict the artist’s purpose (expressionism, formalism, or
imitation
al
).


c)


Defend your position using one detail from each of the following aspects:


1) the historical context


2) the painter’s life


3) the imagery of the painting


Core Content/Program of Studies Code Number:

AH
-
M


4.1.34; AH
-
M


4.1.39



Intent o
f Item:

Defend personal opinions concerning “what is art” based on

purpose, art elements and principles, and media use.



Item Name:
Wild Thing

Prompt:

Ron Chan’s computer generated work entitled Wild Thing was inspired by the work of Fauvist painter
Franz Marc. By definition, an artist’s studio is generally thought to contain canvas, paint, and
easels. However, Chan’s workplace with its computer, scanner, copy machine, and laser printer is a
studio as well.



Instructions:

In your opinion is comput
er
-
generated art equal to, less than, or superior to traditional painting?
Support your opinion through discussion of:


a)


Historical development in art


b)


The intent of the artist


c)


The artist’s control of the media

Core Content

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AH
-
H
-
4.1.
34

-

Defend personal interpretations of works of art and architecture by using

arguments. (2.23, 2.24)

Prompt

Visual Art provides each individual the freedom to interpret works for themselves and each

interpretation is equally valid. The emotions it evokes

or the mood it may represent may be

different for each viewer.
See figure 1: Pieta 1499 Michelangelo and figure 2: Migrant Mother

1935 Lange

Instructions

A. Select one of the two pieces and describe the subject matter within the artwork.

B. Describe your
initial emotional reaction to what you see. Defend your opinion of the mood
this

work was intended to evoke.



Scoring Guide

4
-
Student completes assignment effectively exhibiting extensive understanding of the
importance

of mood and emotion in personal in
terpretation of visual art. Student demonstrates extensive

critical thinking skills and creativity in completing the assignment. Student completes all
aspects

of the task in an incisive and thorough manner.

3
-
Student completes assignment effectively exhib
iting a broad understanding of the
importance

of mood and emotion in personal interpretation of visual art. Student demonstrates broad
critical

thinking skills and creativity in completing the assignment. Student successfully completes all

aspects of the t
ask.

2
-
Student completes assignment exhibiting a basic understanding of the importance of mood

and emotion in personal interpretation of visual art. Student demonstrates basic critical
thinking

skills and creativity in completing the assignment. Student p
artially completes the task
and/or is

unsuccessful in attempts to address some parts of the task.

1
-
Student completes assignment exhibiting a minimal understanding of the importance of
mood

and emotion in personal interpretation of visual art. Student dem
onstrates little or no use of
critical

thinking skills and creativity in completing the assignment. Student minimally completes the
task

showing minimal interest or enthusiasm.

0
-
Student made no attempt to answer the question.



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Boone County High School

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Core Content/Program of Stu
dies Code Number:

AH
-
H
-
4.1.31


Intent of Item:


Assess students’ knowledge of the predominate elements of art that contribute to the artist’s
purpose.


Item Name:

The Starry Night


Prompt:

One of Vincent Van Gogh's most famous paintings, The Starry Ni
ght, depicts a fantastic and
unrealistic night sky. Some viewers claim it reflects the Milky Way and Constellations
shinning in 1889 over the valley of the Rhone River in France, where it was painted. Others
claim it represents the turmoil that Vincent was

experiencing in his emotional struggles.
Another argument could be made that he was dealing primarily with the elements and
principals of art.


Instructions
:

After Viewing Vincent Van Gogh’s Painting, The Starry Night, complete the following:

a)

What is th
e artist’s purpose?

b)

What
two

elements are most predominate in contributing to that purpose?

c)

Explain why the artist uses these elements to support his purpose?


Scoring Guide


Score
Point


4

Student determines purpose, identifies two pre
-
dominate
elements,

and explains use of elements to support purpose.
Students demonstrate in
-
depth understanding of relevant
concepts.

3

Student determines purpose, identifies two predominate
elements, and discusses use of elements. Student demonstrates
understanding of
major concepts, but there is not connection
between elements and purpose.

2

Student determines purpose and identifies and discusses at
least one element. Student demonstrates gaps in
understanding the concept of purpose and the use of elements.

1

Stud
ent determines purpose or identifies and discusses an
element. There is no connection made between the two.

0

Student’s answer is irrelevant or incorrect.

Blank

No Student response.



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Boone County High School

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BOONE COUNTY HIGH SCHOOL

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Boone County High School

February 2008





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Boone County High School

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Essential Questions



ELEMENTS OF MUSIC


2 WEE
KS

1. What different careers are available in the music field?


2. What skills are necessary for a career in the field of music?

3.


How are musical compositions created?

4.

What different techniques are used when creating music for each of the thre
e major purposes of
music?

5.

How is music notated?

6.

How do composers use the elements to express different ideas and emotions?

7.

How do we classify musical instruments?



Program of Studies

and Core Content


(Topics
bold
-
faced

are part of Kentucky’s Core Cont
ent 景r assessmentKF

Academic
socabulary

and

hey Content

mrogram o映ptudiesW


J

J

J
r
J
N

ptudents will understand that the elements o映musicI danceI and drama are
intentionally applied in creating and per景rmingK


J

J

J
r
J
P

ptudents will understand th
at responding to and critiquing works o映art involves
an understanding o映elementsI principlesI and structures appropriate to each
area o映the artsK


J

J

J
r
J
4

ptudents will understand that existing and emerging technologies can inspire
new applications
o映structural componentsK


J

J

J
p
J
juN

ptudents will use appropriate terminology to analyze and evaluate the use o映
elements in a variety o映music ⡲hythmI tempoI melodyI harmonyI 景rmI timbreI
dynamicsF


J

J

J
p
J
juO

ptudents will apply the elements of

music with technical accuracy and expression
while per景rmingI singingI playing instrumentsI movingI listeningI reading
musicI writing musicI and creating music independently and with others


J

J

J
p
J
juP

ptudents will listen to and analyze how changing
di晦frent elements results in
di晦frent musical e晦fcts


J

J

J
p
J
ju4

ptudents will recognizeI describeI and compare various styles o映music ⡲ondoI
theme and variationI opera


overtureI ariaI recitativeI movements o映a classical
symphonyF

rnderstandings


J

J
偃A
J
r
J
N

ptudents will understand that the arts 晵l晩ll a variety o映purposes in society ⡥KgKI
to present issues and ideasI to entertainI to teach or persuadeI to designI plan
blementsW
ohythmI harmonyI
tempoI timbreI
dynamicsI melodyI
and 景rm


偵rposesW
CeremonialI
artistic expressionI
recreational

Critical socabulary

pyncopation

呩me pignature
⠲L4I PL4I 4L4F

ohythmic
aurations ⡷holeI
hal昬 qu
arterI
eighthI sixteenthI
dotted hal昬 dotted
quarterI notesI
restsF

Allegro

joderato

䱡rgo

jelodic 偨rase

呲eble C Bass Clef

偩tch kotation

呲iads

䙯rm ⡁BI ABAI
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and beautify).

AH
-
HS
-
PCA
-
U
-
2

Students will understand that

the arts have
value and significance for daily life.
They provide personal fulfillment, whether in vocational settings, avocational
pursuits, or leisure.

AH
-
HS
-
PCA
-
U
-
3

Students will understand that

the arts provide forms of nonverbal
communication that can strengthen th
e presentation of ideas and emotions.

AH
-
HS
-
PCA
-
S
-
Mu1

Students will compare, interpret, and explain purposes for which music is
created to fulfill (ceremonial, recreational, artistic expression)

AH
-
HS
-
PCA
-
S
-
Mu2

Students will create new, listen to, choose a
nd perform music to fulfill
a variety
of

specific purposes

AH
-
HS
-
PA
-
S
-
Mu1

Students will be actively involved in creating, notating, improvising, and
performing music (e.g., similar style answers to musical phrases, variations on
given melodies, demonstrati
ng unity/variety, tension/release, and balance) alone
and with others

AH
-
HS
-
PA
-
S
-
Mu2

Students will use knowledge of musical elements and a variety of sound sources
to create and perform music in an expressive manner

AH
-
HS
-
PA
-
S
-
Mu3

Students will sing or per
form on instruments, alone or with others, reading basic
music notation (with practice)

AH
-
HS
-
PA
-
S
-
Mu4

Students will use knowledge of the elements of music and music terminology to
describe and critique their own performances and the performances of others

AH
-
HS
-
PA
-
S
-
Mu5

Students will identify and apply criteria for evaluating music (e.g., skill of
performers, originality, emotional impact, variety, interest, technical accuracy)

AH
-
HS
-
PA
-
S
-
Mu6

Students will demonstrate behavior appropriate for observing the

particular
context and style of music being performed; discuss opinions with peers in a
supportive and constructive way

AH
-
HS
-
PA
-
S
-
Mu7

Students will explore skills and training necessary for a variety of careers related
to music

Students will



use appropri
ate terminology to analyze and evaluate the use of elements
in a variety of musical compositions (rhythm, tempo, melody, harmony,
form, timbre, dynamics)



apply the elements of music with technical accuracy and expression while
performing, singing, playing
instruments, moving, listening, reading
music, writing music and creating music independently and with others



listen to and analyze how changing different elements results in different
musical effects

call and response)

Crescendo

Decrescendo


Dynamic
Markings/


Symbols

Timbre
(inst
rument and
voice families,
orchestral and folk
instruments)

Unity/Variety

Tension/Release

Balance


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recognize, describe, and compare various musical forms
(rondo, theme and
variation, opera


overture, aria, recitative, movements of classical
symphony)

Students will



compare, interpret and explain purposes for which music is created to
fulfill (ceremonial, recreational, artistic expression)



create new, listen

to, choose and perform music to fulfill
a variety of

specific purposes

Students will



be actively involved in creating, notating, improvising and performing
music (e.g., similar style answers to musical phrases, variations on given
melodies, demonstrating
unity/variety, tension/release, and balance) alone
and with others



use knowledge of musical elements to create and perform music in an
expressive manner



sing or perform on instruments, alone or with others, reading basic music
notation (with practice)



use
knowledge of the elements of music and music terminology to describe
and critique their own performances and the performances of others



identify and apply criteria for evaluating music (e.g., skill of performers,
originality, emotional impact, variety, int
erest, technical accuracy)



demonstrate
behavior appropriate for observing the particular context and
style
of music being performed; discuss opinions with peers in a
supportive and constructive way

explore skills and training necessary for a variety of car
eers related to music


Core Content:

AH
-
HS
-
1.1.1

Students will analyze or evaluate the use of elements of music in musical
compositions.


(Incorporates prior knowledge about elements from primary through 8
th

grade)

AH
-
HS
-
1.2.1

Students will analyze or eva
luate how choreographers and dancers use the
elements of dance, forms and styles to communicate ideas and feelings through
creating and performing.


(Incorporates prior knowledge about elements from primary through 8
th

grade.)

Elements: Space, Time, Force

Choreographic Forms: Theme and Variations, Rondo, Narrative

Styles: (characteristics of)

Ballet


standardized dance movements, specialized leaps and lifts, French
terminology to describe each standardized movement
(actual terms not to be
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Boone County High School

February 2008


assessed)
, poin
te shoes for women, slippers for men, costumes


tights, tutu, root
is court dances

Tap


emphasis on rhythm, tap shoes, costumes


formal to street wear,
improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African
steps)

Jazz


s
tylized movement, accents in hands, head, hips, feet, English/French
terminology to describe movements
(actual terms not to be assessed)
, jazz shoes
or boots, costume related to theme of dance, improvisation, root in social dances
and early musical theatre

dance

Modern


freedom in movement, English/French/new words to describe
movements
(actual terms not to be assessed)
, usually barefoot but can use shoes
based on theme, costume related to dance theme, improvisation used in the
development of choreography


AH
-
HS
-
1.2.2

Students will describe or analyze the relationship among music, costumes,
lighting, props/scenery and choreography.

Elements of music:

Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera:
overture, aria, recitative, mov
ements of the classical symphony
-

four movements
in typical sequence: movement 1
-
fast dramatic movement, movement 2
-
lyrical
slow movement, movement 3
-
a dance
-
like movement [e.g., minuet or scherzo],
movement 4
-
a brilliant or heroic fast movement), Timbre,

Harmony, Tempo,
Dynamics

AH
-
HS
-
3.1.1

Students will
explain

how music fulfills a variety of purposes.

Purposes of music: (different roles of music)

Ceremonial

-

music created or performed for rituals or celebrations (e.g., patriotic
music, music for worsh
ip)

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 em
otions, feelings, ideas, experience (e.g., music created and performed in a
concert setting for an audience)

AH
-
HS
-
4.1.1

Students will create and notate music

AH
-
HS
-
4.1.2

Students will improvise rhythmic and/or melodic embellishments and variations
on give
n melodies.

AH
-
HS
-
4.1.3

Students will sing or perform on instruments, alone or with others, by reading
basic music notation (with practice).

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Boone County High School

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AH
-
HS
-
4.1.4

Students will identify skills and training necessary for a variety of careers
related to music.






































Suggested Activities and
S
ample Assessment Questions follow unit.

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Boone County High School

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Instructional Resources


Music An Appreciation



Fifth Brief Edition


McGraw Hill Publis
hing




Suggested Activities




Students will listen to different styles/genres of music and will evaluate each for differences in
both tempo and dynamics changes.



Using a variety of percussion instruments, students will create original rhythms and combine
their rhythms together to create original group compositions.



Students will use percussion instruments to demonstrate the different levels of tempo and
dynamics.



Students will create their own original percussion instrument and present it.



Using keyboards,

students will learning the different sounds and placement of the different
notes.



Students will learn to read music (as far as what note is which letter).


SHEET/BALL ACTIVITY:

1.

Using a large sheet and a large bouncy ball


students will be placed into gro
ups (around 6
-
8
students) around the edges of the sheet.

2.

The ball will be placed in the center of the sheet and music will then begin to play.

3.

Each time the music changes in tempo the students will have to respond with how fast the ball
is traveling around

the edges of the sheet.

4.

When the music hits a crescendo the students must throw the ball into the air.

5.

The teacher will change the music 5
-
7 times throughout the lesson to vary the tempo
frequently.


Suggested Assessments



Organizational Chart of Elements
(e.g. rhythm tree)



Identify and describe the elements in a specific piece. (e.g. listening map)



Multiple Choice Test:


vocabulary



Open Response: Identify at least three elements used in a piece of music and describe how the
composer uses them to express
emotions or ideas.



Performance Task: produce a product (draw a picture/write a story) to illustrate what the elements
are expressing in the piece.



Identify the instrumental families and vocal ranges.



Performance Event



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Boone County High School

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Boone County High School

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Sample O
pen Response Questions


Core Content/Program of Studies Code Number:

AH
-
H
-
1.1.33

Intent of Item:

To assess the comprehension of music notation and symbols.

Item Name:
Interpretation of music notation and symbols.

Prompt:

In music performance, notatio
n and symbols should be mastered to perform the piece correctly.



Instructions:

a)


Draw the grand staff and divide it into four measures. Correctly draw and label the following
symbols: treble and bass clef, a 4/4 time signature, measure lines, dou
ble bar line, one tempo and
dynamic marking.


b)


Correctly write a melody on your staff. Use all of the following notes:


c)


Write the counting below each measure.


Core Content/Program of Studies Code Number:

AH
-
H
-
1.1.32; AH
-
H
-
1.1.33



Intent o
f Item:


To show student understanding of the proper use of tempo,

articulation, and dynamic markings.



Item Name
: Analyzing Music and Making Musical Decisions


Prompt:

(Teacher selection of music sample)

When looking at a piece of music that ha
s no instructions for how to perform tempos, articulations,
and dynamics properly, many different interpretations will exist. While no interpretation is ever
wrong, it is important to understand why certain decisions are made.



Instructions:

a)


Exam
ine measures of music selection.


b)


Choose markings for tempo, articulations, and dynamics and draw them on the music. You
must include at least 3 markings.


c)


Fully explain 1 reason for each marking decision you have made.


Core Content/Pr
ogram of Studies Code Number:

AH
-
H
-
1.1.11


Intent of Item:

To assess student’s comprehension of rhythmic notation


Item Name:

Rhythm in Choral Music


Prompt:

In the performance of music, many aspects and details must be respected in order to correct
ly perform
a musical selection. The most important aspect that an ensemble must have is proper rhythm.



Instructions:

a)


Organize the following rhythms according to length, shortest rhythm first:


b)


Create an eight measure rhythm exercise in 4/
4 using only the examples above.

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Core Content/Program of Studies Code Number:

AH
-
E


1.1.36; AH
-
E


1.1.39



Intent of Item:

Knowledge of instrument families and their tone quality.



Item Name:

Sounds of Season



Prompt:

Composers often create m
usic to express feelings and ideas. You have been chosen to write a piece of
music that portrays one of the four seasons


spring, summer, fall, or winter.



Instructions:

a)


Choose one season to portray. Name three aspects of this season you might
choose to represent
in sound.


b)


Identify the instruments or families of instruments that you would use (because of tone quality)
to create the sounds in your musical composition.


c)


Explain why you selected these particular instruments for expr
essing the season you chose.




MUSIC OPEN RESPONSE QUESTION



The number of elements and special effects that goes into the production of a circus can be quite
overwhelming. Each individual that works on the creation and success of a circus must take his
/her job
extremely seriously. You have been asked to take on the role of musical composer for a national circus tour.
You must keep in mind that music not only enhances a performance, but that it can add drama and
excitement to the individual scene. Mus
ic can evoke emotions such as fear, excitement, and anticipation.

A.

First choose and explain three scenes that would normally be seen at a circus performance. Make
sure that you describe the mood and atmosphere for each scene/scenario.

B.

Next list several ins
truments/families of instruments for each of your scenes and describe how those
instruments would create a successful atmosphere for each scene at the circus performance. Make
sure that you elaborate on how each instrument/sound creates the desired effect

for each of the
scenes that you chose.


Essential Questions


ELEMENTS OF DANCE


2 WEEKS

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Boone County High School

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1. How are the elements of dance at

work

in our current culture?

2. In what way(s) do the arts (visual, musical, choreographic, and dramatic) communicate?

3. What

is/are the purpose(s) of the arts (visual, musical, choreographic, and dramatic)?

4. How can choreographers express mood and emotion through dance?

5. What training/skills are necessary for the various careers in the field of dance?



Program of Studie
s

and Core Content



Academic
Vocabulary

and

Key Content

AH
-
HS
-
SA
-
U
-
1

Students will understand that the elements of music, dance, and drama are
intentionally applied in creating and performing.

AH
-
HS
-
SA
-
U
-
3

Students will understand that

responding to and

critiquing works of art involves
an understanding of elements, principles, and structures appropriate to each
area of the arts.

AH
-
HS
-
SA
-
U
-
4

Students will understand that

existing and emerging technologies can inspire
new applications of structural compon
ents

AH
-
HS
-
SA
-
S
-
Da1

Students will use appropriate terminology to analyze and evaluate the use of
elements in a variety of dance (space, time, force)

AH
-
HS
-
SA
-
S
-
Da2

Students will apply elements of dance and principles of movement (e.g., balance,
initiation
of movement, weight shift) to:



expressively create and perform a range of patterns of movement



analyze and evaluate the use of choreographic forms in dance. (theme and
variation, rondo, narrative)



analyze and describe how themes in dances and styles of dan
ce
communicate ideas and feelings



identify and explain characteristics of dance styles (ballet, tap, jazz,
modern)

AH
-
HS
-
SA
-
S
-
Da3

Students will describe and
analyze

the relationships between and among music,
costumes, lighting, props/scenery, and choreogra
phy

AH
-
HS
-
HA
-
U
-
1

Students will understand that the arts are powerful tools for understanding
human experiences both past and present.

AH
-
HS
-
HA
-
U
-
2

Students will understand that

the arts help us understand others’ (often very
different) ways of thinking, wo
rking, and expressing ourselves.

AH
-
HS
-
HA
-
U
-
3

Elements: Space,
time, force


Purposes:
Ceremonial,
artistic expression,
and recreational


Choreographic
Forms: Theme and
Variations, Rondo,
Narrative


Pathway, level,
duration, energy,
locomotor, and
nonlocomotor


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Students will understand that

the arts play a major role in the creation and
defining of cultures and building civilizations.

AH
-
HS
-
PCA
-
U
-
1

Students will understand that the arts fulfill a variety of purposes i
n society (e.g.,
to present issues and ideas, to entertain, to teach or persuade, to design, plan
and beautify).

AH
-
HS
-
PCA
-
U
-
2

Students will understand that

the arts have value and significance for daily life.
They provide personal fulfillment, whether in
vocational settings, avocational
pursuits, or leisure.

AH
-
HS
-
PCA
-
U
-
3

Students will understand that

the arts provide forms of nonverbal
communication that can strengthen the presentation of ideas and emotions.

AH
-
HS
-
PCA
-
S
-
Da1

Students will compare, interpre
t, and explain purposes for which dance is created
(ceremonial, recreational, artistic expression)

AH
-
HS
-
PCA
-
S
-
Da2

Students will create new, observe, choose and perform dance to fulfill a variety of
specific purposes

AH
-
HS
-
PA
-
U
-
1

Students will understand t
hat there are three distinct processes for involvement
in the arts; creating new artworks, performing works previously created, and
responding to artworks and performances.

AH
-
HS
-
PA
-
U
-
2

Students will understand that
full understanding and appreciation of t
he arts
requires some degree of involvement in all three processes.

AH
-
HS
-
PA
-
U
-
3

Students will understand that

openness, respect for work, and an understanding
of how artists apply elements and principles of design in creating and performing
are personal a
ttitudes and skills that enhance enjoyment of the observer.

AH
-
HS
-
PA
-
U
-
4

Students will understand that

existing and emerging technologies can extend the
reach of the art form to new audiences.

AH
-
HS
-
PA
-
S
-
Da1

Students will be actively involved (
individually

and in groups)
in creating and
performing dance (using the elements of dance: space, time and force) in a variety
of

choreographic forms (theme and variation, rondo, narrative)

AH
-
HS
-
PA
-
S
-
Da2

Students will demonstrate appropriate alignment, strength, and
flexibility while
performing dance movement

AH
-
HS
-
PA
-
S
-
Da3

Students will apply knowledge of dance elements and dance terminology to:



expressively create and perform dance to communicate thoughts, ideas
and/or feelings

describe and critique their own perfor
mances and the performances of others


AH
-
HS
-
PA
-
S
-
Da4

Students will identify and apply criteria for evaluating dance (e.g., skill of
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performers, originality, emotional impact, variety, interest)


AH
-
HS
-
PA
-
S
-
Da5

Students will demonstrate behavior appropriat
e for observing the particular
context and style of dance being performed; discuss opinions with peers in a
supportive and constructive way


AH
-
HS
-
PA
-
S
-
Da6

Students will explore skills and training necessary for a variety of careers related
to dance


Core
Content:


AH
-
HS
-
1.2.1

Students will analyze or evaluate how choreographers and dancers use the
elements of dance, forms and styles to communicate ideas and feelings through
creating and performing.

Elements: Space, Time, Force

Choreographic Forms: Theme a
nd Variations, Rondo, Narrative

Styles: (characteristics of)

Ballet


standardized dance movements, specialized leaps and lifts, French
terminology to describe each standardized movement
(actual terms not to be
assessed)
, pointe shoes for women, slippers
for men, costumes


tights, tutu, root
is court dances

Tap


emphasis on rhythm, tap shoes, costumes


formal to street wear,
improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African
steps)

Jazz


stylized movement, accents in
hands, head, hips, feet, English/French
terminology to describe movements
(actual terms not to be assessed)
, jazz shoes
or boots, costume related to theme of dance, improvisation, root in social dances
and early musical theatre dance

Modern


freedom in mo
vement, English/French/new words to describe
movements
(actual terms not to be assessed)
, usually barefoot but can use shoes
based on theme, costume related to dance theme, improvisation used in the
development of choreography


AH
-
HS
-
1.2.2

Students will d
escribe or analyze the relationship among music, costumes,
lighting, props/scenery and choreography.

AH
-
HS
-
3.2.1

Students will
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,
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ritual dances associated with worship)

Recreational

-

dancing for entertainment, to support recreational activities (e.g.,
b
allroom, 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 theatrica
l setting for an audience)

AH
-
HS
-
4.2.1

Students will create an individual or a group dance using dance elements (space,
time and force) that communicates thoughts, ideas and/or feelings.

AH
-
HS
-
4.2.2

Students will demonstrate appropriate alignment, strength

and flexibility while
performing dance movement.

AH
-
HS
-
4.2.3

Students will perform dances utilizing various forms. (choreographic forms:
theme and variation, rondo, narrative)

AH
-
HS
-
4.2.4

Students will perform social, recreational and artistic dances from

various
historical periods and cultures.

AH
-
HS
-
4.2.5

Students will identify skills and training for a variety of careers related to dance.






















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Suggested Activities and Sample Assessment Questions follow unit.

Instructional Resources


KET Dance Tool Kit


DanceSense Video






Suggested Activities

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Dance Research Essay

Objective

Students will learn about and appreciate the history, characteristics,
and significance of a specific dance style.

Materials



a variety of research material for dance, books, magazines,
pamphlet
s, websites (see links below), etc.

Method



Ask students to pick a dance style that they are interested in
and would like to learn more about.



Here are a few dance styles:


o

Square

o

Line

o

Jive

o

Tap

o

First Nations

o

Jive

o

Hip Hop

o

Funk

o

Waltz

o

Foxtrot

o

Tang
o

o

Latin

o

Ballet

o

Polka

o

Dragon

o

Quandrille

o

Contra

o

Round

o

Scicillian Circles

o

Mescolanzas



Ask students to do a research essay on the dance style that
they chose. Collect information and photos focussing on the
dance style's history, characteristics, and

significance to
society.



Encourage students to teach their dance styles to the rest of
the class.

Additional
Resources



WWW Library: Dance

"Our goal is to create a comprehensi
ve collection of pointers
to dance
-
related information available on the World Wide
Web."

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Dance and Movement Page




Dancing for Busy People

25 dance movements (basics) are used to describe most of the
dances featured on this website. Each dance movement is
defined along with timing styling and tips for teaching.



Sapphire Swan Dance Directory

A guide to dance resources available on the web.



PolkaNet

All things Polka are here
-

information, sound files, and links
to various P
olka pages.



Tap Steps

Includes: Who's Who in Tap, Tap Films, Tap Videos, Sounds
of Tap, Glossary/Notation, History/Books, Tap Steps, Trivia
and Activism, and Internet Tap Si
tes.


ASSIGNMENTS:

1.

Students will get into groups and choreograph original dance compositions using the elements
and locomotor and nonlocomotor movements.

2.

Students will repeat this for each of the three major purposes in dance.


Student Objectives



Ident
ify different careers in music and dance.



Create a job posting for one career, including responsibilities,
requirements, salary range, and career outlook.



Demonstrate knowledge of the necessary education and experience
required for specific careers in da
nce and music.

Procedures

1.

Ask students to brainstorm other careers involving music and dance.
Here are some examples:

o

Music




Music performer



Composer



Lyricist



Songwriter



Music teacher



Music publisher



Music producer (record producer)



Studio manager




Music engineer / sound technician



Music critic



Orchestra musician



Music historian


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Conductor



Music therapist



Music lawyer



Instrument repairperson



Disc jockey (DJ)



Tour manager



Music store manager



A&R (artist and repertoire) manager

o

Dance




Dancer

(ballet, modern, jazz)



Dance instructor



Dance agent



Dance or movement therapist



Specialized physical therapist



Choreographer



Costume designer



Dance
-
company manager



Dance
-
studio owner



Dance historian



Dance critic



Dance notator



Stage manager



Ar
tistic director



Arts administrator

2.

Tell students that their task is to choose and explore one career in song or
dance that interests them. They can choose one from the list or find
another from their research. They will research more about that career
and

develop a mock job posting for it. The posting should include the
following information under these headings:

o

Job title:

Position and level

o

Job description:

Overall duties and daily responsibilities

o

Requirements:

Essential skills and experience; includ
ing number
of years experience

o

Required education:

Requisite degrees in specific field

o

Salary range:

Typical salary range (from entry level to
experienced)

o

Career Outlook:

Expected growth in coming years

3.

Have students begin their search at the site bel
ow, where they can create
an occupation profile for a career in their state. They will find information
about skills, tasks, and education related to a career, as well as recent
national and state salaries and trends.

o

Career Info Net (click "Occupation In
formation" and create
"Occupation Profile," selecting all options)

http://www.careerinfonet.org/


4.

The following sites will provide more information about specific careers:

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o

Bureau of Labor Statistics: Dancers a
nd Choreographers

http://www.bls.gov/oco/ocos094.htm


o

Bureau of Labor Statistics: Musicians, Singers, and Related
Workers

http://www.bls.gov/oco/ocos095.ht
m


o

Bureau of Labor Statistics: Broadcast and Sound Engineering
Technicians

http://www.bls.gov/oco/ocos109.htm


o

BLS: Career Information: What Do You Like?

http://www.
bls.gov/k12/


o

Career Search (search for career, such as "music")

http://www.princetonreview.com/cte/search/careerSearch.asp


o

Career Zone: Arts and Humanities (see music
-

and dance
-
related
careers)

http://www.nycareerzone.org/graphic/cluster.jsp;jsessionid=

0001bnzLAydXH3XBhOv97G1ptN:
-

1?cluster=1


o

Dictionary of Music Ca
reers (brief overviews)

http://www.menc.org/information/infoserv/Dictionary.html


o

Careers in Music (information about salaries, qualification, and
education)

http://www.menc.org/industry/job/careers/careers.html


o

Careers in Music

http://www.berklee.edu/careers/default.html


o

Careers in Music

http://www.bbc.co.uk/music/parents/careersguide/index.shtml


o

Careers in Dance (overviews of different types of careers)

http://www.ndta.org.uk/p
ublic/c1.html


o

Career Prospects: Dancers

http://www3.ccps.virginia.edu/career_prospects/

briefs/A
-
D/Dancers.shtml


o

Careers: Performing Arts

http://www.wetfeet.com/Content/Careers/Performing%20Arts.aspx


o

Performing Arts Career Guide

http://www.khake.com/page48.html


5.

Give students time to conduct
research and develop a job posting. You
may wish to encourage them to search for actual job openings, using
national newspapers and online resources.

6.

Have students submit their job postings electronically. Assign one or two
students to compile them into a

mock classified section of the newspaper.
Postings should be separated into two sections, "Careers in Dance" and
"Careers in Music," each organized alphabetically by job title. Print out
enough copies for each student.

7.

Allow students to read the job post
ings, circling any of interest.

8.

To conclude the lesson, choose a few of the most popular choices and talk
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about the experience and education necessary to prepare for a specific
career: What high school classes or other training, after
-
school jobs,
volunte
er opportunities, or extracurricular activities would be good
experience? Is a college degree required or highly recommended? If so,
what kinds of degrees? What activities, organizations, or internships help
direct someone in a particular career field?

As
sessment

Use the following three
-
point rubric to evaluate students' work during this
lesson.



3 po ints:

Students identified many careers in music and dance;
thoroughly researched one career and created a clear, comprehensive job
posting with all the reques
ted information; demonstrated a strong
understanding of the necessary education and experience required for
specific careers.



2 po ints:

Students identified several careers in music and dance;
researched one career and created an acceptable job posting wit
h most of
the requested information; demonstrated a satisfactory understanding of
the necessary education and experience required for specific careers.



1 po int:

Students identified very few or no careers in music and dance;
conducted little research for o
ne career and created a job posting without
much of the requested information; demonstrated a weak understanding
of the necessary education and experience required for specific careers.


This lesson plan addresses the following national standards:



Unders
tanding relationships between music, the other arts, and
disciplines outside the arts



Understanding music in relation to history and culture



Applying and demonstrating critical and creative thinking skills in dance



Demonstrating and understanding dance
in various cultures and
historical periods



Making connections between dance and other disciplines



Dance


Applies critical and creative thinking skills in dance;
Understands dance in various cultures and historical periods



Music


Knows and applies appr
opriate criteria to music and music
performances; Understands the relationship between music and history
and culture



Art Connections


Understands connections among the various art forms
and other disciplines



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Sample Open Response Questions

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Program of Studies

and Cor
e Content

Academic
Vocabulary

and

Key Content

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Essential Questions


ELEMENTS OF DRAMA


2 WEEKS

5