4th Grade Curriculum Map - Kentu

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4 Grade
Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include
elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that provide a context for
creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices
about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or
critique artworks from other artists, cultures, and historical periods.

Academic Expectations
1.12  Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13  Students make sense of ideas and communicate ideas with the visual arts.
1.14  Students make sense of ideas and communicate ideas with music.
1.15  Students make sense of and communicate ideas with movement.
2.23  Students analyze their own and others' artistic products and performances using accepted standards.

Big Idea: Structure in the Arts - Music

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                            Related Core Content

Grade 4 Enduring Knowledge - Understandings             Grade 4 Skills and Concepts - Music                       AH-04-1.1.1
AH-4-SA-U-1                                             AH-4-SA-S-Mu1                                             Students will identify or describe elements of
Students will understand that the elements of music,    Students will recognize and identify elements of          music in a variety of music.
dance, and drama are intentionally applied in           music (rhythm, tempo, melody, harmony, form,                                                         DOK 2
creating and performing.                                timbre, dynamics) using musical terminology
                                                                                                                      Elements of music:
AH-4-SA-U-3                                             AH-4-SA-S-Mu2                                                 Rhythm - time signature (2/4, 3/4, 4/4), bar
Students will understand that responding to and         Students will use the elements of music while                 lines, rhythmic durations (whole, half,
critiquing works of art involves an understanding of    performing, singing, playing instruments, moving,             quarter, eighth notes and rests), measure
elements, principles, and structures appropriate to     listening, reading music, writing music, and creating         Tempo - steady beat, slower or faster
each area of the arts.                                  music independently and with others                           Melody - shape, direction (pitches move up,
                                                                                                                      down, by step, by skip, stay the same),
AH-4-SA-U-4                                             AH-4-SA-S-Mu3                                                 treble clef sign, pitch notation (notes from
Students will understand that existing and emerging     Students will listen to and explore how changing              middle C to F at top of treble clef staff), high
technologies can inspire new applications of            different elements results in different musical effects       vs. low notes (pitches)
structural components.                                                                                                Harmony - parts (notes performed together
                                                        AH-4-SA-S-Mu4                                                 to create harmony), major/minor (aurally);
                                                        Students will recognize, describe, and compare                unison (non-harmony)
                                                        various styles of music (spirituals, game songs, folk         Form - call and response, two-part (AB),
                                                        songs, work songs, lullabies, patriot, bluegrass)             three-part (ABA), round, verse/chorus,
                                                                                                                      repeat signs
                                                                                                                      Timbre (tone color) - recognize different
                                                                                                                      qualities of musical sounds, orchestral
                                                                                                                      instruments by family - brass, woodwind,
                                                                                                                      string, percussion, how instrument sounds
                                                                                                                      are produced, human voices (high voices,
                                                                         low voices)
                                                                         Dynamics - soft (piano - p), medium soft
                                                                         (mezzo piano - mp), medium loud (mezzo
                                                                         forte - mf), loud (forte - f)

                                                                    AH-04-1.1.2
                                                                    Students will identify and describe various styles of
                                                                    music (spirituals, game songs, folk songs, work
                                                                    songs, lullabies, patriotic, bluegrass).

Essential questions   Critical Vocabulary   Activities and Assessments            Resources / Time Line
Big Idea: Structure in the Arts - Dance

      Program of Studies: Understandings                   Program of Studies: Skills and Concepts                         Related Core Content

Grade 4 Enduring Knowledge - Understandings            Grade 4 Skills and Concepts - Dance                    AH-04-1.2.1
AH-4-SA-U-1                                            AH-4-SA-S-Da1                                          Students will identify or describe elements of
Students will understand that the elements of music,   Students will recognize and identify elements of       dance in a variety of dances.
dance, and drama are intentionally applied in          dance (space, time, force) and basic dance forms
                                                                                                                                                         DOK 2
creating and performing.                               using dance terminology

AH-4-SA-U-3                                            AH-4-SA-S-Da2                                          Elements of dance:
Students will understand that responding to and        Students will use the elements of dance in creating,      Space – direction of dance movements
critiquing works of art involves an understanding of   copying and performing patterns of movement               (forward, backward, right, left, up, down),
elements, principles, and structures appropriate to    independently and with others                             pathway (straight, curved, zigzag), levels
each area of the arts.                                                                                           (high, middle, low), shape (individual and
                                                       AH-4-SA-S-Da3                                             group shapes)
AH-4-SA-U-4                                            Students will observe, describe, and demonstrate          Time (tempo) – dance movements that follow
Students will understand that existing and emerging    locomotor (e.g. walk, run, skip, gallop) and              a steady beat or move faster or slower
technologies can inspire new applications of           nonlocomotor (e.g. bend, stretch, twist, swing)           Force – dance movements that use more or
structural components                                  movements                                                 less energy (e.g., energy - sharp/smooth,
                                                                                                                 weight - heavy/light, flow-free/bound)

                                                                                                              Dance Form - call and response, AB, ABA,
                                                                                                              choreography

                                                                                                              AH-04-1.2.2
                                                                                                              Students will describe how dance uses space,
                                                                                                              time, force and various locomotor and
                                                                                                              nonlocomotor movements to communicate
                                                                                                              ideas, thoughts and feelings.
                                                                                                                                                      DOK 2



Essential questions                       Critical Vocabulary                     Activities and Assessments              Resources / Time Line
Big Idea: Structure in the Arts – Drama/Theatre

      Program of Studies: Understandings                   Program of Studies: Skills and Concepts                             Related Core Content

Grade 4 Enduring Knowledge - Understandings            Grade 4 Skills and Concepts - Drama/Theatre             AH-04-1.3.1
AH-4-SA-U-1                                            AH-4-SA-S-DT1                                           Students will identify or describe elements of
Students will understand that the elements of music,   Students will recognize and identify elements of        drama in dramatic works.
dance, and drama are intentionally applied in          drama (literary, technical, performance) using                                                     DOK 2
creating and performing.                               drama/theatre terminology
                                                                                                               Elements of drama:
AH-4-SA-U-3                                            AH-4-SA-S-DT2                                              Literary elements – Script, Story line (plot),
Students will understand that responding to and        Students will use the elements of drama in creating        Character, Story organization (beginning,
critiquing works of art involves an understanding of   and performing dramatic works independently and            middle, end), Setting, Dialogue, Monologue,
elements, principles, and structures appropriate to    with others                                                Conflict
each area of the arts.                                                                                            Technical elements – Scenery (set), Costumes,
                                                       AH-4-SA-S-DT3                                              Props, Sound and Music, Make-up
AH-4-SA-U-4                                            Students will observe, describe, and apply creative        Performance elements:
Students will understand that existing and emerging    dramatics (improvisation, mimicry, pantomime, role         Acting (how speaking, moving help to create
technologies can inspire new applications of           playing and story telling) in a variety of situations      characters)
structural components                                                                                             Speaking – vocal expression, projection,
                                                       AH-4-SA-S-DT4                                              speaking style, diction
                                                       Students will explore a variety of dramatic works         Nonverbal expression – gestures, facial
                                                       (e.g., theater and dramatic media – film, television)     expression, movement


                                                                                                               AH-04-1.3.2
                                                                                                               Students will identify, describe or explain relationships
                                                                                                               among characters and settings as related to a script, a
                                                                                                               scenario or a classroom dramatization.

                                                                                                               AH-04-1.3.3
                                                                                                               Students will identify and describe a variety of creative
                                                                                                               dramatics (improvisation, mimicry, pantomime, role
                                                                                                               playing and storytelling).

Essential questions                       Critical Vocabulary                      Activities and Assessments                 Resources / Time Line
Big Idea: Structure in the Arts – Visual Arts

      Program of Studies: Understandings                   Program of Studies: Skills and Concepts                           Related Core Content

Grade 4 Enduring Knowledge - Understandings            Grade 4 Skills and Concepts - Visual Arts               AH-04-1.4.1
AH-4-SA-U-2                                            AH-4-SA-S-VA1                                           Students will identify or describe elements of art
Students will understand that the principles of        Students will recognize and describe elements of art    and principles of design in works of art.
design and the elements of visual art are              (line, shape, form, texture, color) and principles of                                                DOK 2
intentionally applied in creating works of art.        design (emphasis, pattern, balance, contrast) using
                                                       visual art terminology                                  Elements of art:
AH-4-SA-U-3                                                                                                        Line, Shape, Form, Texture and Color
Students will understand that responding to and        AH-4-SA-S-VA2                                               (primary and secondary hues) and color
critiquing works of art involves an understanding of   Students will use the elements of art and principles        schemes (warm, cool, neutral - black, white,
elements, principles, and structures appropriate to    of design in creating artworks independently and            gray, sometimes brown/beige as earth
each area of the arts.                                 with others                                                 tones)
                                                                                                               Principles of design:
AH-4-SA-U-4                                            AH-4-SA-S-VA3                                               Organization of visual compositions:
Students will understand that existing and emerging    Students will explore, describe, and compare                Emphasis (focal point), Pattern, Balance
technologies can inspire new applications of           elements of art (e.g., line, shape, form, texture,          (symmetry), Contrast (e.g., black/white,
structural components                                  primary and secondary colors, color schemes) and            rough/smooth)
                                                       principles of design (e.g., focal point, pattern,
                                                       balance, contrast) in two and three dimensional         AH-04-1.4.2
                                                       artworks                                                Students will identify or describe how an artist
                                                                                                               uses various media and processes.
                                                       AH-4-SA-S-VA4                                                                                       DOK 2
                                                       Students will identify a variety of subject matter      Media (plural) / medium (singular): (used to
                                                                                                               produce artworks)
                                                                                                               Two-dimensional - crayon, pencil, paint, fabric,
                                                                                                               yarn, paper
                                                                                                               Three-dimensional - clay, papier-mâché

                                                                                                               Art processes:
                                                                                                               Two-dimensional - drawing, painting, fiber art
                                                                                                               (e.g., fabric printing, stamping), collage
                                                                                                               Three-dimensional - pottery, sculpture, fiber art
                                                                                                               (e.g., constructing with fiber, weaving, quilting)
                                                                                                               Subject matter: (e.g., landscape, portrait, still
                                                                                                               life)

Essential questions                       Critical Vocabulary                       Activities and Assessments              Resources / Time Line
Big Idea: Humanity in the Arts
The arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place, and/or personality. By
experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings, and ideas of those cultures. Students also have the
opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying
the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate their own
cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts.

Academic Expectations
2.24  Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.
2.25  In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and
      humanities such as languages, literature, and history.
2.26  Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Big Idea: Humanity in the Arts - Music

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                            Related Core Content

Grade 4 Enduring Knowledge – Understandings             Grade 4 Skills and Concepts - Music                      AH-04-2.1.1
AH-4-HA-U-1                                             AH-4-HA-S-Mu1                                            Students will identify how music has been a part
Students will understand that the arts are powerful     Students will associate music they listen to or          of cultures and periods throughout history.
tools for understanding human experiences both          perform with specific cultures (Native American,                                                        DOK 2
past and present.                                       Appalachian, West African); describe in simple           Cultures:
                                                        terms how the music reflects the cultures                    Native American,
AH-4-HA-U-2                                                                                                          Traditional Appalachian
Students will understand that the arts help us          AH-4-HA-S-Mu2                                                West African
understand others’ (often very different) ways of       Students will associate music they listen to or              Similarities and differences in the use of music
thinking, working, and expressing ourselves.            perform with the Colonial American period in history;        (e.g., ceremonial purposes) and the use of
                                                        describe in simple terms how the music reflects the          elements of music among cultures (musical
AH-4-HA-U-3                                             Colonial American time period                                instruments, e.g., Native American – rattles,
Students will understand that the arts play a major                                                                  drums, flutes, Appalachian – dulcimer, fiddle,
role in the creation and defining of cultures and       AH-4-HA-S-Mu3                                                banjo, guitar, West African – drums, rattles,
building civilizations.                                 Students will describe the music of specific cultures        thumb piano); polyrhythm in West African
                                                        using music terminology                                      music not in Native American

                                                                                                                 Periods:
                                                                                                                    Colonial American (e.g., work songs, game
                                                                                                                    songs, patriotic music, lullaby, folk music)
                                                                                                                    Native American includes period in North
                                                                                                                    America before European settlement

                                                                                                                 European influences in American music,
                                                                                                                 similarities between the music in the American
                                                                                                                 colonies and the cities of Europe (The influence
                                                                                                                 of Europe was very strong in the colonies due to
                                                                                                                 the movement of settlers from Europe to
                                                                                                              America.)



Essential questions                       Critical Vocabulary                     Activities and Assessments              Resources / Time Line




Big Idea: Humanity in the Arts - Dance

      Program of Studies: Understandings                  Program of Studies: Skills and Concepts                          Related Core Content

Grade 4 Enduring Knowledge – Understandings           Grade 4 Skills and Concepts - Dance                     AH-04-2.2.1
AH-4-HA-U-1                                           AH-4-HA-S-Da1                                           Students will identify how dance has been a part
Students will understand that the arts are powerful   Students will associate dances they observe or          of cultures and periods throughout history.
tools for understanding human experiences both        perform with specific cultures (Native American,                                                  DOK 2
past and present.                                     Appalachian, West African); describe in simple
                                                      terms how dances reflect the cultures                   Cultures:
AH-4-HA-U-2                                                                                                     Native American,
Students will understand that the arts help us        AH-4-HA-S-Da2                                             Traditional Appalachian
understand others’ (often very different) ways of     Students will associate dances they observe or            West African
thinking, working, and expressing ourselves.          perform with the Colonial American period in history;
                                                      describe in simple terms how dances reflect the           Similarities and differences in the use of
AH-4-HA-U-3                                           Colonial American time period                             dance (e.g., purposes: harvest and hunting
Students will understand that the arts play a major                                                             dances in Native American and West African
role in the creation and defining of cultures and     AH-4-HA-S-Da3                                             cultures), use of elements of dance among
building civilizations.                               Students will describe the dance of specific cultures     cultures
                                                      using dance terminology
                                                                                                              Periods:
                                                                                                                 Colonial American (European influences on
                                                                                                                 American dance, e.g., social dances, square
                                                                                                                 dancing, folk dances)
                                                                                                                  Native American includes period in North
                                                                                                                  America before European settlement

Essential questions                       Critical Vocabulary                     Activities and Assessments              Resources / Time Line
Big Idea: Humanity in the Arts – Drama/Theatre

      Program of Studies: Understandings                  Program of Studies: Skills and Concepts                           Related Core Content

Grade 4 Enduring Knowledge – Understandings           Grade 4 Skills and Concepts - Drama/Theatre              AH-04-2.3.1
AH-4-HA-U-1                                           AH-4-HA-S-DT1                                            Students will identify how drama has been a part
Students will understand that the arts are powerful   Students will associate story telling, myths, legends,   of cultures and time periods throughout history.
tools for understanding human experiences both        or folktales they experience or perform with specific                                                DOK 2
past and present.                                     cultures (Native American, Appalachian, West             Cultures:
                                                      African); describe how literature and oral tradition       Native American,
AH-4-HA-U-2                                           reflects the cultures                                      Traditional Appalachian
Students will understand that the arts help us                                                                   West African
understand others’ (often very different) ways of     AH-4-HA-S-DT2                                              (The use of storytelling, myths, legends,
thinking, working, and expressing ourselves.          Students will associate folktales, legends, or myths       folktales in these cultures)
                                                      they experience or perform with the Colonial
AH-4-HA-U-3                                           American period in history; describe how literature      Periods:
Students will understand that the arts play a major   and oral tradition reflects the Colonial American time     Colonial American - European influence on
role in the creation and defining of cultures and     period                                                     American drama/theatre, plays from England
building civilizations.                                                                                          (The influence of Europe was very strong in
                                                      AH-4-HA-S-DT3                                              the colonies due to the movement of settlers
                                                      Students will describe story telling, myths, legends,      from Europe to America.)
                                                      or folktales of specific cultures using drama/theatre      Native American includes period in North
                                                      terminology                                                America before European settlement

Essential questions                       Critical Vocabulary                     Activities and Assessments               Resources / Time Line
Big Idea: Humanity in the Arts – Visual Arts

      Program of Studies: Understandings                  Program of Studies: Skills and Concepts                          Related Core Content

Grade 4 Enduring Knowledge – Understandings           Grade 4 Skills and Concepts - Visual Arts              AH-04-2.4.1
AH-4-HA-U-1                                           AH-4-HA-S-VA1                                          Students will identify how visual art has been a
Students will understand that the arts are powerful   Students will associate artworks they experience or    part of cultures and time periods throughout
tools for understanding human experiences both        create with specific cultures (Native American,        history.
past and present.                                     Appalachian, West African); describe in simple                                                      DOK 2
                                                      terms how art work of these cultures reflects the
AH-4-HA-U-2                                           cultures                                               Cultures:
Students will understand that the arts help us                                                                  Native American,
understand others’ (often very different) ways of     AH-4-HA-S-VA2                                             Traditional Appalachian
thinking, working, and expressing ourselves.          Students will associate artworks they experience or       West African
                                                      create with the Colonial American period in history;
AH-4-HA-U-3                                           describe how art works of the American Colonies           Similarities and differences in the use of art
Students will understand that the arts play a major   reflect the Colonial American time period (e.g.,          (e.g., purposes for creating art, folk art) and
role in the creation and defining of cultures and     European influences in American visual art)               elements of art and principles of design
building civilizations.                                                                                         among cultures (e.g., how line, color, pattern,
                                                      AH-4-HA-S-VA3                                             etc. are used in artworks), media in relation to
                                                      Students will describe artworks of specific cultures      these cultures (e.g., wood, fiber)
                                                      using visual art terminology
                                                                                                             Periods:
                                                                                                               Colonial American
                                                                                                               European influences in American visual art,
                                                                                                               similarities between the visual art in the
                                                                                                               American colonies and the cities of Europe
                                                                                                               (The influence of Europe was very strong in the
                                                                                                               colonies due to the movement of settlers from
                                                                                                               Europe to America.)

                                                                                                               Native American includes period in North
                                                                                                               America before European settlement

Essential questions                       Critical Vocabulary                     Activities and Assessments              Resources / Time Line
Big Idea: Purposes for Creating the Arts
The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to
serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to
imitate nature, and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations, and commemorations. Additionally, they are used for
recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those
of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society.

Academic Expectations
1.12  Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13  Students make sense of ideas and communicate ideas with the visual arts.
1.14  Students make sense of ideas and communicate ideas with music.
1.15  Students make sense of and communicate ideas with movement.
2.22  Students create works of art and make presentations to convey a point of view.
2.26  Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Big Idea: Purposes for Creating the Arts - Music

       Program of Studies: Understandings                      Program of Studies: Skills and Concepts                          Related Core Content

Grade 4 Enduring Knowledge – Understandings                Grade 4 Skills and Concepts - Music                    AH-04-3.1.1
AH-4-PCA-U-1                                               AH-4-PCA-S-Mu1                                         Students will identify how music fulfills a variety
Students will understand that the arts fulfill a variety   Students will identify purposes for which music is     of purposes.
of purposes in society (e.g., to present issues and        created (e.g., ceremonial, recreational, artistic                                                   DOK 2
ideas, to entertain, to teach or persuade, to design,      expression)                                              Purposes of music (different roles of music)
plan and beautify).                                                                                                 Ceremonial - music created or performed for
                                                           AH-4-PCA-S-Mu2                                           rituals or celebrations (e.g., patriotic music,
AH-4-PCA-U-2                                               Students will listen to and perform music created to     music for worship)
Students will understand that the arts have value          fulfill a variety of specific purposes                   Recreational - music for entertainment (e.g.,
and significance for daily life. They provide personal                                                              music for play such as game songs, music for
fulfillment, whether in vocational settings,                                                                        dances and social events, music for physical
avocational pursuits, or leisure.                                                                                   activities, music as a hobby)
                                                                                                                    Artistic Expression - music created with the
AH-4-PCA-U-3                                                                                                        intent to express or communicate one’s
Students will understand that the arts provide forms                                                                emotions, feelings, ideas, experience (e.g.,
of nonverbal communication that can strengthen the                                                                  music created and performed in a concert
presentation of ideas and emotions.                                                                                 setting for an audience)

Essential questions                         Critical Vocabulary                        Activities and Assessments              Resources / Time Line
Big Idea: Purposes for Creating the Arts - Dance

Program of Studies: Understandings                         Program of Studies: Skills and Concepts              Related Core Content

Grade 4 Enduring Knowledge – Understandings                Grade 4 Skills and Concepts - Dance                  AH-04-3.2.1
AH-4-PCA-U-1                                               AH-4-PCA-S-Da1                                       Students will identify how dance fulfills a variety
Students will understand that the arts fulfill a variety   Students will identify purposes for which dance is   of purposes.
of purposes in society (e.g., to present issues and        created (e.g., ceremonial, recreational, artistic                                                 DOK 2
ideas, to entertain, to teach or persuade, to design,      expression)
plan and beautify).                                                                                                 Purposes of dance: (different roles of dance)
                                                           AH-4-PCA-S-Da2                                           Ceremonial - dances created or performed for
AH-4-PCA-U-2                                               Students will observe and perform dance created to       rituals or celebrations (e.g., dances of Native
Students will understand that the arts have value          fulfill a variety of specific purposes                   Americans and West Africans to celebrate life
and significance for daily life. They provide personal                                                              events such as harvest, ritual dances
fulfillment, whether in vocational settings,                                                                        associated with worship)
avocational pursuits, or leisure.                                                                                   Recreational - dancing for entertainment, to
                                                                                                                    support recreational activities (e.g., ballroom,
AH-4-PCA-U-3                                                                                                        line dancing, aerobic dance, dance as a
Students will understand that the arts provide forms                                                                hobby)
of nonverbal communication that can strengthen the                                                                  Artistic Expression - dance created with the
presentation of ideas and emotions.                                                                                 intent to express or communicate emotion,
                                                                                                                    feelings, ideas, (e.g., ballet, tap dance, modern
                                                                                                                    dance, dance created and performed in a
                                                                                                                    concert and/or theatrical setting for an
                                                                                                                    audience)

Essential questions                         Critical Vocabulary                        Activities and Assessments              Resources / Time Line
Big Idea: Purposes for Creating the Arts – Drama/Theatre

       Program of Studies: Understandings                      Program of Studies: Skills and Concepts                        Related Core Content

Grade 4 Enduring Knowledge – Understandings                Grade 4 Skills and Concepts - Drama/Theatre          AH-04-3.3.1
AH-4-PCA-U-1                                               AH-4-PCA-S-DT1                                       Students will identify how drama/theatre fulfills a
Students will understand that the arts fulfill a variety   Students will identify purposes for which dramatic   variety of purposes.
of purposes in society (e.g., to present issues and        works are created (e.g., sharing the human                                                      DOK 2
ideas, to entertain, to teach or persuade, to design,      experience, passing on tradition and culture,
plan and beautify).                                        recreational, artistic expression)                   Purposes of drama/theatre: (different roles of
                                                                                                                drama)
AH-4-PCA-U-2                                               AH-4-PCA-S-DT2                                          Sharing the human experience - to express or
Students will understand that the arts have value          Students will observe and perform dramatic works        communicate emotion, feelings, ideas,
and significance for daily life. They provide personal     created to fulfill a variety of specific purposes       information through dramatic works (e.g.,
fulfillment, whether in vocational settings,                                                                       storytelling, role playing, narrative works)
avocational pursuits, or leisure.                                                                                  Passing on tradition and culture - to express
                                                                                                                   or communicate feelings, ideas, information
AH-4-PCA-U-3                                                                                                       (e.g., narrative, storytelling, folktales, myths
Students will understand that the arts provide forms                                                               and legends)
of nonverbal communication that can strengthen the                                                                 Recreational drama for entertainment (e.g.,
presentation of ideas and emotions.                                                                                drama/theatre as a hobby)
                                                                                                                   Artistic expression - drama created with the
                                                                                                                   intent to express or communicate emotion,
                                                                                                                   feelings, ideas, information (e.g., dramatic
                                                                                                                   works created and performed by actors in a
                                                                                                                   theatrical setting for an audience)

Essential questions                         Critical Vocabulary                       Activities and Assessments             Resources / Time Line
Big Idea: Purposes for Creating the Arts – Visual Arts

       Program of Studies: Understandings                      Program of Studies: Skills and Concepts                          Related Core Content

Grade 4 Enduring Knowledge – Understandings                Grade 4 Skills and Concepts - Visual Arts             AH-04-3.4.1
AH-4-PCA-U-1                                               AH-4-PCA-S-VA1                                        Students will identify how art fulfills a variety of
Students will understand that the arts fulfill a variety   Students will identify purposes for which artworks    purposes.
of purposes in society (e.g., to present issues and        are created (e.g., ceremonial, artistic expression,                                                 DOK 2
ideas, to entertain, to teach or persuade, to design,      narrative, functional)
plan and beautify).                                                                                                 Purposes of art: (different roles of art)
                                                           AH-4-PCA-S-VA2                                           Ceremonial - ritual, celebration, artworks
AH-4-PCA-U-2                                               Students will create new and experience artworks         created to support worship ceremonies (e.g.,
Students will understand that the arts have value          designed to fulfill a variety of specific purposes       ceremonial masks)
and significance for daily life. They provide personal                                                              Artistic expression - artwork to express or
fulfillment, whether in vocational settings,                                                                        communicate emotions, ideas, feelings (e.g.,
avocational pursuits, or leisure.                                                                                   for self-expression, to decorate or beautify
                                                                                                                    objects)
AH-4-PCA-U-3                                                                                                        Narrative - artworks that tell stories, describe
Students will understand that the arts provide forms                                                                and illustrate experiences, or communicate
of nonverbal communication that can strengthen the                                                                  ideas or information, art to document
presentation of ideas and emotions.                                                                                 important or historical events (e.g., Native
                                                                                                                    American totem poles, cave and wall
                                                                                                                    paintings)
                                                                                                                    Functional - artistic objects used in everyday
                                                                                                                    life (e.g., pottery, quilts, baskets.)

Essential questions                         Critical Vocabulary                        Activities and Assessments              Resources / Time Line
Big Idea: Processes in the Arts
There are three distinctive processes involved in the arts. These processes are creating new works, performing works for expressive purposes, and responding to
artworks. Each process is critical and relies on others for completion. Artists create works to express ideas, feelings, or beliefs. The visual arts capture a moment
in time while the performing arts (music, dance, drama/theatre) are performed for a live audience. The audience responds to the artistic expressions emotionally
and intellectually based on the meaning of the work. Each process enhances understanding, abilities, and appreciation of others. Students involved in these
processes over time will gain a great appreciation for the arts, for artists past and present, and for the value of artistic expression.

Academic Expectations
1.12  Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13  Students make sense of ideas and communicate ideas with the visual arts.
1.14  Students make sense of ideas and communicate ideas with music.
1.15  Students make sense of and communicate ideas with movement.
2.22  Students create works of art and make presentations to convey a point of view.
2.25  In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and
      humanities such as languages, literature, and history.

Big Idea: Processes in the Arts - Music

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                              Related Core Content

Grade 4 Enduring Knowledge – Understandings              Grade 4 Skills and Concepts - Music                        AH-04-4.1.1
AH-4-PA-U-1                                              AH-4-PA-S-Mu1                                                 Students will create and notate short, simple
Students will understand that there are three distinct   Students will be actively involved in creating and            melodies that demonstrate melodic
processes for involvement in the arts; creating new      performing music alone and with others                        shape/contour and meter.
artworks, performing works previously created, and
responding to artworks and performances.                 AH-4-PA-S-Mu2                                              AH-04-4.1.2
                                                         Students will use knowledge of the elements of                Students will create and perform simple melodic
AH-4-PA-U-2                                              music and music terminology to describe and                   or rhythmic accompaniments to given melodies.
Students will understand that full understanding and     critique their own performances and the
appreciation of the arts requires some degree of         performances of others                                     AH-04-4.1.3
involvement in all three processes.                                                                                    Students will improvise answers in similar style
                                                         AH-4-PA-S-Mu3                                                 to given rhythmic and/or melodic phrases.
AH-4-PA-U-3                                              Students will identify possible criteria for evaluating
Students will understand that openness, respect for      music (e.g., skill of performers, originality, emotional   AH-04-4.1.4
work, and an understanding of how artists apply          impact, variety, interest)                                    Students will sing and play alone simple
elements and principles of design in creating and                                                                      rhythmic or tonal patterns by reading music
performing are personal attitudes and skills that        AH-4-PA-S-Mu4                                                 notation; be able to sustain own part in an
enhance enjoyment of the observer.                       Students will demonstrate audience behavior                   ensemble.
                                                         appropriate to context and style of music performed;
AH-4-PA-U-4                                              discuss opinions with peers in a supportive and            AH-04-4.1.5
Students will understand that existing and emerging      constructive way                                              Students will sing alone and with others a varied
technologies can extend the reach of the art form to                                                                   repertoire of music.
new audiences.
Essential questions                       Critical Vocabulary                         Activities and Assessments                  Resources / Time Line




Big Idea: Processes in the Arts - Dance

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                               Related Core Content

Grade 4 Enduring Knowledge – Understandings              Grade 4 Skills and Concepts - Dance                        AH-04-4.2.1
AH-4-PA-U-1                                              AH-4-PA-S-Da1                                              Students will create patterns of movement
Students will understand that there are three distinct   Students will be actively involved in creating and         incorporating the elements of dance (space, time
processes for involvement in the arts; creating new      performing dance alone and with others                     and force).
artworks, performing works previously created, and
responding to artworks and performances.                 AH-4-PA-S-Da2                                              AH-04-4.2.2
                                                         Students will perform traditional folk dances, square      Students will create a movement sequence with a
AH-4-PA-U-2                                              dances, and ethnic dances. (Native American, West          beginning, middle and end.
Students will understand that full understanding and     African/African-American, Early American and folk)
appreciation of the arts requires some degree of                                                                    AH-04-4.2.3
involvement in all three processes.                      AH-4-PA-S-Da3                                              Students will perform traditional folk dances, square
                                                         Students will use knowledge of the elements of             dances and ethnic dances. (Native American, West
AH-4-PA-U-3                                              dance and dance terminology to describe and                African/African-American, Early American and folk)
Students will understand that openness, respect for      critique their own performances and the
work, and an understanding of how artists apply          performances of others
elements and principles of design in creating and
performing are personal attitudes and skills that        AH-4-PA-S-Da4
enhance enjoyment of the observer.                       Students will identify possible criteria for evaluating
                                                         dance (e.g., skill of performers, originality, emotional
AH-4-PA-U-4                                              impact, variety, interest)
Students will understand that existing and emerging
technologies can extend the reach of the art form to     AH-4-PA-S-Da5
new audiences.                                           Students will demonstrate audience behavior
                                                         appropriate to context and style of dance performed;
                                                         discuss opinions with peers in a supportive and
                                                         constructive way

Essential questions                       Critical Vocabulary                         Activities and Assessments                  Resources / Time Line
Big Idea: Processes in the Arts – Drama/Theatre

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                             Related Core Content

Grade 4 Enduring Knowledge – Understandings              Grade 4 Skills and Concepts - Drama/Theatre               AH-04-4.3.1
AH-4-PA-U-1                                              AH-4-PA-S-DT1                                             Students will create and perform using elements of
Students will understand that there are three distinct   Students will be actively involved in creating and        drama (Literary, Technical, Performance)
processes for involvement in the arts; creating new      performing dramatic works
artworks, performing works previously created, and                                                                 AH-04-4.3.2
responding to artworks and performances.                 AH-4-PA-S-DT2                                             Students will improvise to tell stories that show
                                                         Students will use knowledge of the elements of            action and have a clear beginning, middle and end.
AH-4-PA-U-2                                              drama and drama terminology to describe and               (Literary elements)
Students will understand that full understanding and     critique their own performances and the
appreciation of the arts requires some degree of         performances of others
involvement in all three processes.
                                                         AH-4-PA-S-DT3
AH-4-PA-U-3                                              Students will identify possible criteria for evaluating
Students will understand that openness, respect for      dramatic works (e.g., skill of performers, originality,
work, and an understanding of how artists apply          emotional impact, variety, interest)
elements and principles of design in creating and
performing are personal attitudes and skills that        AH-4-PA-S-DT4
enhance enjoyment of the observer.                       Students will demonstrate audience behavior
                                                         appropriate to context and style of dramatic works
AH-4-PA-U-4                                              performed; discuss opinions with peers in a
Students will understand that existing and emerging      supportive and constructive way
technologies can extend the reach of the art form to
new audiences.

Essential questions                       Critical Vocabulary                         Activities and Assessments                Resources / Time Line
Big Idea: Processes in the Arts – Visual Arts

      Program of Studies: Understandings                     Program of Studies: Skills and Concepts                             Related Core Content

Grade 4 Enduring Knowledge – Understandings              Grade 4 Skills and Concepts - Visual Arts                 AH-04-4.4.1
AH-4-PA-U-1                                              AH-4-PA-S-VA1                                             Students will create artwork using the elements of
Students will understand that there are three distinct   Students will be actively involved in creating and        art and principles of design.
processes for involvement in the arts; creating new      artworks
artworks, performing works previously created, and                                                                 AH-04-4.4.2
responding to artworks and performances.                 AH-4-PA-S-VA2                                             Students will use a variety of media and art
                                                         Students will use knowledge of the elements and           processes to produce two-dimensional (2-D) and
AH-4-PA-U-2                                              principles of art and art terminology to describe and     three-dimensional (3-D) artwork.
Students will understand that full understanding and     critique their own work and the work of others
appreciation of the arts requires some degree of
involvement in all three processes.                      AH-4-PA-S-VA3
                                                         Students will identify possible criteria for evaluating
AH-4-PA-U-3                                              visual (e.g., skill of artist, originality, emotional
Students will understand that openness, respect for      impact, variety, interest)
work, and an understanding of how artists apply
elements and principles of design in creating and        AH-4-PA-S-VA4
performing are personal attitudes and skills that        Students will demonstrate audience behavior
enhance enjoyment of the observer.                       appropriate to context and style of visual arts
                                                         observed/viewed; discuss opinions with peers in a
AH-4-PA-U-4                                              supportive and constructive way
Students will understand that existing and emerging
technologies can extend the reach of the art form to     AH-4-PA-S-VA5
new audiences.                                           Students will describe personal responses to
                                                         artwork; explain why there might be different
                                                         responses to specific works of art

Essential questions                       Critical Vocabulary                         Activities and Assessments                Resources / Time Line
Big Idea: Interrelationships Among the Arts
The arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions. Studying interrelationships
among the arts enables students to get a broad view of the expressiveness of the art forms as a whole, and helps to develop a full appreciation of the arts as a
mirror of human kind.

Academic Expectations
1.12  Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13  Students make sense of ideas and communicate ideas with the visual arts.
1.14  Students make sense of ideas and communicate ideas with music.
1.15  Students make sense of and communicate ideas with movement.
2.22  Students create works of art and make presentations to convey a point of view.
2.25  In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and
      humanities such as languages, literature, and history.
2.26  Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Big Idea: Interrelationships Among the Arts

       Program of Studies: Understandings                     Program of Studies: Skills and Concepts                           Related Core Content

Grade 4 Enduring Knowledge – Understandings               Grade 4 Skills and Concepts - Arts                      This content is not assessed at the state level,
AH-4-IAA-U-1                                              AH-4-IAA-S-1                                            however, according to the National Standards for
Students will understand that the arts are basic          Students will recognize that common terms are used      Arts Education, students "should be able to relate
forms of human communication.                             in various arts (e.g., tempo in dance and music)        various types of arts knowledge and skills within and
                                                                                                                  across the arts disciplines."
AH-4-IAA-U-2                                              AH-4-IAA-S-2
Students will understand that music, dance, drama,        Students will identify communication of common          In Kentucky's Learning Goals, goal number 6 states:
and visual art created in common cultures and/or          themes or ideas across different art forms              Students shall develop their abilities to connect and
common historical periods tend to reflect common                                                                  integrate experiences and new knowledge from all
attitudes, ideas, beliefs, and feelings.                  AH-4-IAA-S-3                                            subject matter fields with what they have previously
                                                          Students will identify and explain connections          learned and build on past learning experiences to
AH-4-IAA-U-3                                              between and among different art forms from the          acquire new information through various media
Students will understand that the arts provide forms      same culture or from the same time period               sources.
of non-verbal communication that can strengthen                                                                   6.1 Students connect knowledge and experiences
the presentation of ideas and emotions.                   AH-4-IAA-S-4                                            from different subject areas.
                                                          Students will describe commonalities between the
AH-4-IAA-U-4                                              arts and other subjects taught in the school (e.g.,     According to 404 KAR 3:303 the Program of Studies
Students will understand that the modes of thinking       observation skills in visual arts and science,          outlines the minimum content standards for all
and methods of the arts disciplines can be used to        historical and cultural perspectives in the arts and    students across grade levels and content areas.
illuminate situations in other disciplines that require   social studies, shape in visual art and math, dance     Although this content is not tested in the
creative solutions.                                       and a healthy lifestyle, fractions in music notation    Commonwealth Accountability Testing System, it is
                                                          and math, reading music and reading words)              required instruction in order for the course to meet
                                                                                                                  the guidelines of 404 KAR 3:303.
                                                          AH-4-IAA-S-5
                                                          Students will communicate common meaning
                                                          through creating and performing in the four art forms
Essential questions   Critical Vocabulary   Activities and Assessments   Resources / Time Line

				
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