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Curriculum Map Common Core Standards Fulton Independent School District Subject/Course: Grade: Revision Date: HVPA - Butner 10 - 11 2014-2014 Timeline (Days or weeks/dates) Kentucky Core Assessment Standard Week 1-9 Visual Art Understandings AH-HS-SA-U-2 AH-HS-SA-U-3 AH-HS-SA-U-4 AH-HS-PCA-U-1 AH-HS-PCA-U-2 AH-HS-PCA-U-3 AH-HS-HA-S-VA1 AH-HS-HA-S-VA2 AH-HS-HA-S-VA3 AH-HS-HA-S-VA4 AH-HS-HA-S-VA5 Skills and Concepts AH-HS-SA-S-VA1 AH-HS-SA-S-VA2 AH-HS-SA-S-VA3 AH-HS-SA-S-VA4 AH-HS-SA-S-VA5 AH-HS-PCA-S-VA1 AH-HS-PCA-S-VA2 Learning Target I can identify and describe five purposes of art: ceremonial, functional, narrative, artistic expression, and persuasive. I can identify, describe, and analyze the art elements and principles of design in an artwork. I can identify the elements of art in my artwork or the artwork of others. Introduce Progressi ng Master Review On Going (all must get to “M”) Assessment Lesson/Content Self and Why do people create art teacher (purposes of art)? assessment of art projects What are the art elements? What are the principles of Quizzes design? How are the art elements and principles of Tests design used to create a successful artwork? What is art criticism? History of Visual Art Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1 I can identify 5 basic types of subject matter: portrait, landscape, still life, abstract, and nonobjective. I can mix paint colors to create specific color combinations for a painting (e.g.., color wheel, value and intensity scales, color schemes, etc.). I can create artwork that follows teacher written guidelines or by using my own creativity. I can define art criticism. I can describe the four stages of art criticism: description, analysis, evaluation, and judgment. I can explain how certain artists have contributed to innovation in the visual arts over the course of history, particularly from the Renaissance to the present. I can identify and evaluate specific artworks/architecture covered in class by style/time period. I can describe, analyze, interpret and judge a variety of artworks/architecture from various time periods and cultures. Weeks 10-18 Drama Theatre Understandings AH-HS-SA-U-1 AH-HS-SA-U-3 AH-HS-SA-U-4 AH-HS-PCA-U-1 AH-HS-PCA-U-2 AH-HS-PCA-U-3 AH-HS-HA-S-DT1 AH-HS-HA-S-DT2 AH-HS-HA-S-DT3 AH-HS-HA-S-DT4 Skills and Concepts AH-HS-SA-S-DT1 AH-HS-SA-S-DT2 AH-HS-SA-S-DT3 AH-HS-PCA-S-DT1 AH-HS-PCA-S-DT2 I can identify and explain how the purposes of drama are specific to the playwright’s, director’s, and actors’ intent, culture and time period. I can describe how the elements of drama used to create a dramatic performance? I can identify, describe, and analyze the elements of drama in a performance. Literary - script Technical – are designed Performance – Acting I can explain how theatre of each era is reflective of society. I can research and create a brochure about Japanese theatre using Microsoft Publisher . I can explain the differences between Medieval miracle, mystery, and morality plays. I can identify examples and characteristics from Japanese Quizzes What are the elements of theatre/drama? Tests Theatre throughout History Play/musical critiques In-class projects theatre. I can identify characteristics of Commedia dell’Art and Elizabethan theatre. I can explain what satire is in theatre. I can define melodrama and explain its characteristics during the Romantic period. I can identify characteristics of theatre during the 19th century. (Realism) I can identify examples and characteristics of musical theatre during its development from the early 20th century to the present. Weeks 19 – 27 Understandings AH-HS-SA-U-1 AH-HS-SA-U-3 AH-HS-SA-U-4 AH-HS-PCA-U-1 AH-HS-PCA-U-2 AH-HS-PCA-U-3 AH-HS-HA-S-Mu1 AH-HS-HA-S-Mu2 AH-HS-HA-S-Mu3 AH-HS-HA-S-Mu4 Skills and Concepts AH-HS-SA-S-Mu1 AH-HS-SA-S-Mu2 AH-HS-SA-S-Mu3 AH-HS-SA-S-Mu4 AH-HS-PCA-S-Mu1 AH-HS-PCA-S-Mu2 Quizzes Pitch: I can… - identify a staff. - identify a line and a space on a staff. - identify the direction of pitches. - identify steps, skips, repeats, and leaps in music. Rhythm: I can… - identify a barline. What are the elements of music? Tests In-class research and projects Cup Game Rhythm Explorations How do composers use the elements to create music? What are cultures and how are society and culture reflected in music? Why is music important in - compare and contrast beat and rhythm. - identify the parts of a note (stem, notehead, beam). - notate and clap rhythms using quarter, eighth, half, and whole notes/rests Dynamics: I can… - recognize and respond to the dynamic markings (pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo). - recognize and respond to a crescendo and decrescendo. Timbre: I can explain how sound is produced in the string, brass, woodwind and percussion families. I can define the 4 main voice types. Tempo: I can… - demonstrate through performing on instruments: Largo, Adagio, Andante, Moderato, Allegro, and Presto tempos. Form: I can identify rondo, theme and variation, opera –overture, aria, recitative, and the movements of classical symphony your life? I can compare and contrast music from a variety of cultures and time periods. I can explain the three purposes of music. Week 28-36 Dance Understandings AH-HS-SA-U-1 AH-HS-SA-U-3 AH-HS-SA-U-4 AH-HS-PCA-U-1 AH-HS-PCA-U-2 AH-HS-PCA-U-3 AH-HS-HA-S-Da1 AH-HS-HA-S-Da2 AH-HS-HA-S-Da3 AH-HS-HA-S-Da4 Skills and Concepts AH-HS-SA-S-Da1 AH-HS-SA-S-Da2 AH-HS-SA-S-Da3 AH-HS-PCA-S-Da1 AH-HS-PCA-S-Da2 I can identify and explain how the purposes of dance are specific to the dancer’s intent, culture and time period. I can identify, describe and analyze the elements of dance in a dance. I can identify examples and characteristics of Medieval dance. I can identify examples and characteristics of traditional dances from India, China, and Japan. I can identify examples and explain characteristics/elements of renaissance court dances. I can explain the development of the ballet during the Baroque period. Quizzes What are the elements of dance? Tests Creating & performing dances In-class research projects How do choreographers use the elements to create dance? What are cultures and how are society and culture reflected in music? I can explain the types of dances you would have seen or participated in during the Neoclassical Period in Western Europe and the American colonies. I can identify characteristics and explain how ballet changed from the Baroque to Romantic period. I can identify examples and explain the popularity of folk and social dances in 19th century America. I can identify examples and explain how the choreography (and dances) of Michel Fokine, Martha Graham, George Balanchine, Alvin Ailey, and Mikhail Baryshnikov are reflective of their times. I can create a dance by stylizing movements. I can dance the Virginia Reel.