Download Curriculum Map - Fulton Independent School

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.