The Arts

Visual Arts

• STANDARD 1030 - 01 (Topic: Making): The student will explore and refine the application of media, techniques, and artistic processes.
  • OBJECTIVE: 1030-0101 Explore a variety of art materials while learning new techniques and processes.
    • Practice using skills for beginning drawings; e.g., blocking-in, stick figures, or drawing the action or gesture of a figure.
    • Use simplified forms, such as cones, spheres, and cubes, to begin drawing more complex forms.
    • Paint with complementary color schemes.
    • Make one color dominant in a painting.
    • Create the appearance of depth by drawing distant objects smaller and with less detail than objects in the foreground.
    • Establish more natural size relationships among objects in drawings.
    • Portray cast shadows as falling opposite their source of light.
    • Explore the design possibilities of a 3-D object by examining views of it from many angles.
  • OBJECTIVE 1030-0102: Use a broad range of art materials in supporting the visual arts needs at school.
    • Use as many art materials as possible to help decorate the room.
    • Use new art materials and newly learned techniques and processes to celebrate important days and historical events.
  • OBJECTIVE 1030-0103: Handle art materials in a safe and responsible manner.
    • Ventilate the room to avoid inhaling fumes from art materials.
    • Dispose and/or recycle waste art materials properly.
    • Clean and put back to order art making areas after projects.
    • Respect other students ' artworks as well as one's own.
• STANDARD 1030 - 02 (Topic: Percieving): The student will analyze, reflect on, and apply the structures of art.
  • OBJECTIVE 1030-0201: Analyze and reflect on works of art by their elements and principles.
    • Determine how artists create a dominance in their work; e.g., size, repetition, and contrast.
    • Examine significant works of art and point out how the artists have created an illusion or feeling of depth.
  • OBJECTIVE 1030-0202: Create works of art using the elements and principles.
    • Identify dominant elements in significant works of art.
    • Group some significant works of art by a common element or visual characteristic.
    • Discover how an artist has thoughtfully used all of the space within an artwork.
    • Create a work of art that uses all of the space on the paper.
    • Create a work of art that uses contrast to create a focal point. Use that to convey the most important idea or part of the work.
• STANDARD 1030 - 03 (Topic: Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.
  • OBJECTIVE 1030-0301: Explore possible content and purposes in significant works of art.
    • Explain possible meanings or interpretations of some significant works of art.
    • Invent possible stories that may explain what is going on in these same works of art
    • Discuss how an artist's work might be different if it is displayed publicly as opposed to being displayed at home.
    • Describe the difference between crafts and arts; e.g., some crafts have more art in them than other crafts; some crafts are for display and not for practical use. For example, you wouldn't want to cook in some precious ceramic vessels.
  • OBJECTIVE 1030-0302: Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for their own artworks.
    • Group significant works of art according to theme or subject matter.
    • Judge which works of art most clearly communicate through the use of symbols.
    • Create symbols in art that express individual or group interests.
    • Create a work of art that uses a similar subject matter, symbol, idea, and/or meaning found in a significant work of art.
    • Select some art for public display around the school.
• STANDARD 1030 - 04 (Topic: Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.
  • OBJECTIVE 1030-0401: Compare the arts of different cultures to explore their similarities and diversities.
    • Describe why different cultures may have used different materials to create their arts and crafts.
    • Hypothesize why homes and buildings have generally become larger in modern times.
  • OBJECTIVE 1030-0402: Connect various kinds of art with particular cultures, times, or place.
    • Predict how a work of art or a craft can be connected to an ancient culture.
    • Describe why a local craft or art form looks like it was made in your area.
  • OBJECTIVE 1030-0403: Recognize the connection of visual arts to all learning.
    • Use a visual arts form as a help in expressing an idea in a nonart subject; e.g., a science project, the writing of a poem, a social studies project.
    • Create a tableau using body shapes invented in dance with elements and principles learned in art.
    • Explore personality or achievements of famous people by examining a significant portrait of them.
    • Suggested masterworks and artists for third grade:
      • 'Factory Worker' by Mahonri Young
      • 'Channel Three' by Edith Roberson
      • 'Riders of the Range' by Paul Salisbury
      • 'The Cradle' by Berthe Morisot
      • 'My Gems' by William Harnett
      • 'Enamel Saucepan' or other works by Pablo Picasso
      • 'Man in the Golden Helmet' and other works by Rembrandt van Rijn
      • 'La Grande Jatte' by Georges Seurat
      • 'Summertime' by Romare Bearden
    • Any significant work of art with which the teacher is familiar and appropriately teaches the standards and objectives of this grade level can be used. This could include works suggested for other grade levels as well as other works by the artists suggested above.

Dance

• STANDARD 1430 - 01 (Topic: Moving): The student will identify and safely demonstrate knowledge of the body and movement skills in
  performing dance.
  • OBJECTIVE 1430-0101: Participate safely and regularly in warm-up activities followed by strengthening, endurance, and flexibility exercises.
    • Recognize and avoid possible room or outdoor hazards.
    • Participate in dance with an awareness of appropriate safety concerns; e.g., warming up before stretching, never bouncing on a stretched muscle, drinking water, knees over toes.
    • Understand, define, and demonstrate personal space in stationary warm-up activities. Understand group space by filling the space evenly in locomotor activities.
    • Show an increase in strength, endurance, and flexibility.
    • Show an increase in coordination, agility, alignment, and balance.
    • Show an increase in balance and strength.
  • OBJECTIVE 1430-0102: Identify and execute axial and locomotor steps.
    • Demonstrate axial movements of bending, twisting, reaching, and turning.
    • Demonstrate basic locomotor steps with unusual variations of walk, run, hop, jump, leap, skip, slide, and gallop.
    • Demonstrate increased control in the locomotor steps; e.g., start and stop, vary
      the tempo, lead with the left as well as the right foot.
• STANDARD 1430 - 02 (Topic: Investigating): The student will identify and demonstrate the movement elements in performing dance.
  • OBJECTIVE 1430-0201: Expand dance vocabulary with movement experiences in time.
    • Clap and then move in 6/8 time, accenting the first beat of every measure. Change the body part, direction, level, or energy with each new accent/measure.
    • Explore the timing and dynamics of nonmetric rhythms through movement.
    • Move in metric time to the value of whole, half, quarter, and eighth notes.
    • After seeing a dance, recognize and describe the use of time.
  • OBJECTIVE 1430-0202: Expand dance vocabulary with movement experiences in space.
    • Create a series of shapes on different levels and design moving transitions between them.
    • Create simple locomotor combinations of moving forward, backward, sideways, and circling.
    • Create with a partner a repeatable locomotor pattern moving through space with meeting, parting, passing, and circling.
    • After seeing a dance, discuss the element of space; e.g., recognize the locomotor steps the dancers used.
  • OBJECTIVE 1430-0203: Expand dance vocabulary with movement experiences using the basic qualities of energy and motion.
    • Order a sequence of improvised movements that demonstrate changes in quality of motion; e.g., choose descriptive words such as perch, jab, melt, slither.
    • After seeing a dance, describe the element of energy.
• STANDARD 1430 - 03 (Topic: Creating): The student will improvise, create, perform, and respond to movement solutions in the art form of
  dance.
  • OBJECTIVE 1430-0301: Explore the process of making a dance.
    • Experiment with a movement sequence based on a nonmetric image; e.g., sneeze or a tickle.
    • Experiment with a movement sequence or phrase by combining directional changes of locomotor steps that use quarter notes and eighth notes; e.g., walk, hop, run, and jump.
    • Make symmetrical or asymmetrical shapes that sustain themselves for the length of whole and half notes. Make these shapes on different levels and/or facing different directions.
  • OBJECTIVE 1430-0302: Create and discuss movement solutions derived from movement exploration.
    • Create and practice a pattern of movement with a clear beginning and a clear ending.
    • Observe and discuss movement solutions of other classmates/ dancers.
    • Evaluate success in using personal space, landing quietly on feet, following directions, remembering sequences, and using unique and/or creative movements.
    • Explain how to progress from exploring to making choices to creating choreography.
    • Demonstrate by moving, drawing, or writing an awareness of how dance can communicate an idea, feeling, or purpose.
• STANDARD 1430 - 04 (Topic: Contextualizing): The student will understand and demonstrate dance in relation to its historical and cultural origins.
  • OBJECTIVE 1430-0401: Perform and understand dances and singing games from different time periods and cultures.
    • Learn and perform simple traditional folk dances or singing games.
    • Observe a live performance or video of ritual and/or folk dance; e.g., Hispanic, Pacific Islanders, Native American, Asian, and African American. Describe the differences in these dance forms, why they are created, and the role they play today.
    • Create an original folk dance based on ideas or events within the community; e.g., ideas from local celebrations, current issues, or traffic patterns.
    • Create an original ritual or ceremonial dance based on planting, harvesting, or the cycles of seasons.
  • OBJECTIVE 1430-0402: Recognize and use the language of dance in world culture.
    • Study the dance and art of another culture and discuss why these dances were created and why they are still important today.
    • Identify the various cultures represented in the community. Discuss the dances, crafts, music, and art that makes each culture unique.
  • OBJECTIVE 1430-0403: Make connections between dance and other disciplines.
    • Create a movement project from an idea from one of the arts.
    • Create a movement project from an idea from literature or poetry.
    • Create a movement project from an idea from the science.

Music

• Standard I: Singing - The students will develop the voice and body as instruments of musical expression.
  • Objective 1: Demonstrate ability to sing in tune on an assigned part, with expression and free from strain.
  • Objective 2: Use body movement to internalize sounds. (See Dance Core.)
  • Objective 3: Discover how songs, singing games, and dances relate to the various cultures in the community. (See Social Studies Core).
• Standard II: Playing – The student will play instruments as a means of musical expression.
  • Objective 1: Discover and demonstrate sounds on simple instruments from the classroom and various cultures.
  • Objective 2: Perform independently or with others with expression, a steady and accurate beat, and correct rhythm and melody patterns on a variety of simple instruments, including hands and feet.
• Standard III: Creating – The student will create music through improvising, arranging, and composing.
  • Objective 1: Create original music and add expression and timbres to existing music.
  • Objective 2: Express ideas, thoughts, and emotions aesthetically through singing, playing, and/or creating.
  • Objective 3: Use visual representations of sound to document arrangements and compositions.
    • a. Notate as a class short rhythm and pitch patterns created by the teacher, individuals, and the class.
    • b. Explain quarters and eighths, 2/4 and 3/4 meter, and the subsequent bar lines and measures in rhythm patterns.
    • c. Identify and explain steps, skips, and leaps in melodies and pitch patterns notated on staff.
    • d. Draw and explain use of the five-line staff, G-clef, names of lines and spaces in G-clef.
• Standard 4: Listening – The student will listen to, analyze, and describe music.
• Objective 1: Recognize quality while creating a music performance.
  • a. Examine personal success and the achievement of others in the following: stage presence; watching the conductor; keeping a steady beat; singing in a voice free from strain; using proper playing and handling techniques of instruments; performing correct volume, pitches and rhythm; starting and stopping together.
  • b. Formulate suggestions for improvement in music performances referring to the skills listed above.
  • c. Plan, practice, self-assess, refine, present, and reflect on a simple performance that demonstrates all of the skills learned in each of the standards.
• Objective 2: Perceive and respond to messages in music and the use of music elements.
  • a. Explain, demonstrate, and judge own ability to exhibit appropriate audience etiquette according to type of musical performance. (See Theatre Core.)
  • b. Describe what the music makes one think about or what it is saying to them personally.
  • c. Describe how the music can repeat and change to form a rondo (ABACA).
  • d. Identify the timbre and physical appearance of cello, oboe, French horn, voices, and classroom instruments by sight and by listening.
  • e. Demonstrate familiarity with suggested listening selections.
  • f. Categorize instruments by general timbre and types into families.
  • g. Determine how various timbres are used in music to express ideas, feelings, story lines, etc.
• Suggested listening for third grade:
  • Delibes: Coppelia, “Waltz of the Doll”
  • Grieg: Peer Gynt Suite, “In the Hall of the Mountain King”; Norweigen Dance No. 2
  • Beethoven: Fur Elise
  • Mozart: Concerto for Horn and Orchestra #2, Movement 3, “Rondo”
  • Prokofiev: The Love for Three Oranges, “March”
  • Saint-Saens: Carnival of the Animals, “The Swan”

Theatre

• Standard I: Playmaking. The student will plan and improvise plays based on personal experience and heritage, imagination, literature, and history for informal and formal theatre.
  • Objective 1: Plan, with the teacher, interrelated characters in a classroom dramatization.
    • a. Plan and pantomime interrelated characters in a classroom dramatization.
    • b. Plan and improvise interrelated characters in an opened-ended dramatic situation.
  • Objective 2: Plan, with the teacher, dialogue and physical attributes for characters experiencing high tension.
    • a. Plan and improvise a brief scene where one character, alone, is experiencing high tension.
    • b. Plan and improvise dialogue and physical attributes in a scene between two characters experiencing high tension.
  • Objective 3: Plan, with the teacher, alternative endings to a familiar story.
    • a. Create and improvise a new ending to a familiar story.
    • b. Create and improvise several new endings to one familiar story.
• Standard II: Acting. A student will cooperate, imagine and assume roles, explore personal preferences and meanings, and interact in classroom dramatizations.
  • Objective 1: Develop body awareness and spatial perception through movement and pantomime. (See Dance Core.)
    • a. Use large rhythmic movements in space.
    • b. Use movement to endow animals with human traits and vice versa.
    • c. Use clear pantomime to communicate one person’s idea.
    • d. Use clear pantomime to communicate a group idea.
  • Objective 2: Develop expressive use of the voice.
    • a. Use clear diction. (See Music Core.)
    • b. Use pitch, tempo, and tone quality to create unique voice qualities.
  • Objective 3: Develop body sensory awareness and sensory recall.
    • a. Use the senses to listen, observe, and discriminate.
    • b. Use sensory recall to pantomime walking over pretend surfaces.
  • Objective 4: Develop cooperation and patience when working with others in classroom dramatizations.
    • a. Demonstrate cooperation while staying in the scene.
    • b. Demonstrate patience in-role.
• Standard III: Understanding Art Forms. The student will compare, connect, and incorporate art forms by describing and analyzing methods of presentation and audience response for theatre and dramatic media, including film, television,
  electronic media, and other art forms.
  • Objective 1: Understand and practice appropriate audience behavior when attending live theatre.
    • a. Understand that an appreciative audience helps the actors do their best.
    • b. Understand that audience etiquette requires specific behaviors.
  • Objective 2: Understand the use of visual, aural, and kinetic elements in live theatre. (See Visual Arts Core.)
    • a. Identify visual, aural, oral, and kinetic elements and explain how they are used in live theatre.
    • b. Identify visual, aural, oral, and kinetic elements and explain how their use in an animated film is similar to and different from their use in live theatre.

a.Strategies for Assessing Background Knowledge

General Knowledge About Art

What do you know about Music?

Patriotic Interest Inventory

Parent's Art Inventory

b. Vocabulary Elements

1. Picture Dictionary

1a. Fine Arts Picture Dictionary

2. Word Wall

3. Spelling Words

c. Literature Helps

1. Leveled Book List

2. Book Report Ideas

2a. More Book Report Ideas

d. Enhancing the Environment

1. Useful Environmental Print

More Environmental Print Ideas

2. Bulletin Board

Musician of the Month BB

e. Literacy Lesson Strategies

1a. Decoding Strategies

1b. More Decoding Strategies

2. Fluency Strategies

2b. More fluency strategies

3. Comprehension Strategies

f. Authentic and Meaningful Writing Assignments

g. Centers

h. Venues for Students to Share their Work

Sharing Theater

i. Technology Resources

More Technology Uses

j. Manipulatives and other materials for Enhancing Literacy

k. Authentic Assessments

2 Music Assessments

Students contributing to this section of the site are: Leah Anderegg, Tiffany Gibbs, Cassandra Grabow, Jennifer Nay, Cindy Sorenson, Jackie Justice, Mindy Thatcher, Hayley Heaton, Rachel Hillyard, Mackenzie Smith, Christina Bawden, Clint Broadhead, Becky Moore, Jane Nielson, Jennifer Stevenson

Dance

• STANDARD 1430 - 01 (Topic: Moving): The student will identify and safely demonstrate knowledge of the body and movement skills in
  performing dance.
  • OBJECTIVE 1430-0101: Participate safely and regularly in warm-up activities followed by strengthening, endurance, and flexibility exercises.
  • OBJECTIVE 1430-0102: Identify and execute axial and locomotor steps.
• STANDARD 1430 - 02 (Topic: Investigating): The student will identify and demonstrate the movement elements in performing dance.
  • OBJECTIVE 1430-0201: Expand dance vocabulary with movement experiences in time.
  • OBJECTIVE 1430-0202: Expand dance vocabulary with movement experiences in space.
  • OBJECTIVE 1430-0203: Expand dance vocabulary with movement experiences using the basic qualities of energy and motion.
• STANDARD 1430 - 03 (Topic: Creating): The student will improvise, create, perform, and respond to movement solutions in the art form of
  dance.
  • OBJECTIVE 1430-0301: Explore the process of making a dance.
  • OBJECTIVE 1430-0302: Create and discuss movement solutions derived from movement exploration.
• STANDARD 1430 - 04 (Topic: Contextualizing): The student will understand and demonstrate dance in relation to its historical and cultural origins.
  • OBJECTIVE 1430-0401: Perform and understand dances and singing games from different time periods and cultures.
  • OBJECTIVE 1430-0402: Recognize and use the language of dance in world culture.
  • OBJECTIVE 1430-0403: Make connections between dance and other disciplines.