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NHCS Creative Arts Assessment Tool (The Five C’s) NHCS Arts Assessment Tool: Composition Composition The term composition means 'putting together,' and can apply to any work of art, from music to writing to photography, that is arranged or put together using conscious thought. In the visual arts, composition is often used interchangeably with various terms such as design, form, visual ordering, or formal structure, depending on the context. In graphic design for press and desktop publishing composition is commonly referred to as page layout. http://en.m.wikipedia.org/wiki/Composition_(visual_arts) Examples of Composition expectations in the Arts: Visual Art Elements and principles of design that were expected to be incorporated are evident Use of space (arrangement is pleasing and complete) Examples of Composition in Visual Art: Contrast, Size, Harmony, Color, Music: Musical composition can refer to an original piece of music, the structure of a musical piece, or the process of creating a new piece of music. People who practice composition are called composers. "Composition consists in two things only. The first is the ordering and disposing of several sounds...in such a manner that their succession pleases the ear. This is what the Ancients called melody. The second is the rendering audible of two or more simultaneous sounds in such a manner that their combination is pleasant. This is what we call harmony, and it alone merits the name of composition." http://en.m.wikipedia.org/wiki/Musical_composition Examples of Composition expectations in Music: Use of content specific expectations in regard to beat, harmony, tempo, theme In dance, choreography is the act of designing dance. Choreography may also refer to the design itself, which is sometimes expressed by means of dance notation. A choreographer is one who designs dances. Dance choreography is sometimes called dance composition. Movement/ Dance: Aspects of dance choreography include the compositional use of organic unity, rhythmic or non-rhythmic articulation, theme and variation, and repetition. The choreograhic process may employ improvisation for the purpose of developing innovative movement ideas. In general, choreography is used to design dances that are intended to be performed as concert dance. http://en.m.wikipedia.org/wiki/Choreography_(dance) Examples of Composition expectations in the Movement/ Dance: Movement accurately reflects mood, feeling Expectation of pose, move, dance is accurately portrayed - mirrortableau-specific choreography NHCS Arts Assessment Tool: Content Content Is ones understanding of the subject matter being taught, the style and technique, genre, history, artist, poet, scientist, writer, and culture within a field of study. This includes the interdisciplinary academic ties and standards covered during the lesson (science, math, social studies, English etc.) In addition to how the elements of art and principles of design are implemented and refers to a work's essence or what is being depicted. Arts Integration Is a term applied to an approach to teaching and learning that uses the fine and performing arts as primary pathways to learning. Arts integration differs from traditional arts education by its inclusion of both an arts discipline and a traditional subject as part of learning (e.g. using improvisational drama skills to learn about conflict in writing.) The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both." Visual Art: In visual art content would encompass the interdisciplinary connections, standards, genre/history, artists, visual art methods and techniques, elements and principles of design. Examples of Content Integration in Visual Art: Social Studies- African Masai Culture, Kenya, & landscape Visual Art- landscape drawings with mixed media collage Silohuettes of Masai figures Elements & Principles of Art- Middle ground, foreground, background, contrast Music Content: In music content would include interdisciplinary connections, standards, genre/history, musician or composer, instruments and techniques Example Social Studies- Harriet Tubman, the Underground Railroad, Civil War Music-Always Stand on the Union Side, Union Dixie songs students create their own song using their acquired knowledge of the Civil War and Harriet Tubman’s influence on the Underground Railroad Elements- Rhythm & tempo Movement/Dance: In movement/dance content would cover interdisciplinary connections, standards, genre/history, kinesthetic techniques Examples of Content Integration in Dance: Literature/English-Caps for sale by Esphyr Slobodkina Movement/ Dance- Retell the story by inventing their own movements and gestures to explore some of the actions and events in the story. Elements- Gestures, Movement, develop balance, invented movements NHCS Arts Assessment Tool: Craftsmanship Craftsmanship Visual Arts In the visual arts, craftsmanship refers how something is created, the care and skill used to create a piece of work. This includes safe and proper use of tools, respect for the project and materials, attention to detail, and careful and accurate completion of the task at hand. In many cases, the foundation of craftsmanship is built with effort and focus. Because children progress through different developmental stages as they grow, both in terms of cognitive ability and fine motor skills, they also progress through several stages of development in their art. The craftsmanship expectations for a first grader in terms of cutting and gluing would be different than those for a seventh grader. It is important to set clear craftsmanship expectations and explicitly teach the skills needed to meet those expectations. http://www.artjunction.org/young_in_art.pdf Examples of Craftsmanship expectations in the Visual Arts: Proper use of tools and materials Neat and complete coloring Careful and exact cutting Even and neat folding Music Musical craftsmanship refers to how a musical piece is played, sung, or composed and speaks to the care and skill used in its performance. As with the visual arts, musical craftsmanship needs a foundation in effort but practice and repetition are also major players in attaining excellent craftsmanship. In societies where music is a part of everyday life, children develop and grow within a musical mindset and are more easily able to master the elements of craftsmanship. Many people, especially in the United States where music is not a focal point of our culture, feel uncomfortable performing music because they feel they lack craftsmanship (can’t carry a tune, can’t keep a beat, can’t hear pitch). Although skills can be acquired with practice, it is important to choose musical activities that students are developmentally able to do, rather than choosing exercises that adults enjoy and excel at. http://www.montessoriworld.org/Music/Singing.html Examples of craftsmanship expectations in Music: Stands up straight with hands at sides while singing Uses the correct amount of air/force for instrument in use (singing= loud but not yelling; Drums= appropriate force; Recorder= controlled air) Matches pitch and tempo with the group Movement/ Dance In dance, craftsmanship is viewed in terms of technique, how well specific elements are performed. As with music, craftsmanship in dance takes equal parts effort and practice. Children move naturally and are able to use dance to express ideas without much training. The freeform movement children often participate in can be easily shaped and organized into intentional and recognizable dance. It is important meet the students were they are developmentally, keeping in mind gross motor abilities and executive functioning skills. http://www.ndeo.org/content.aspx?page_id=22&club_id=893257&modul e_id=55419 http://www.ecaworldfitness.com/uncategorized/motor-skill-developmentdance/ Examples of Craftsmanship expectations in the Movement/ Dance: Body always facing the audience Pointed feet Extended movements using the entire body/limb Sharp and exact moves NHCS Arts Assessment Tool: Creativity Creativity Relating to or involving the imagination or original ideas, especially in the production of an artistic work. (Synonyms: clever, imaginative, ingenious, innovative, inventive, original) “When the creative spirit stirs, it animates a style of being: a lifetime filled with the desire to innovate, to explore new ways of doing things, to bring dreams of reality.” What Is Creativity? From Fostering Creativity By Mary Ann Kohl Creativity focuses on the process of forming original ideas through exploration and discovery. In children, creativity develops from their experiences with the process, rather than concern for the finished product. Creativity is not to be confused with talent, skill, or intelligence. Creativity is not about doing something better than others; it is about thinking, exploring, discovering, and imagining. Creativity is found in the obvious—art and music, but can also be found in science and play. Because we think of art, music, dance, and drama as examples of creative ideas, we may have forgotten that creative thought is found in all aspects of a growing child's life and can be learned daily. Just look at how creativity shows itself when a scientist discovers a cure for a disease, how a business owner decides to increase sales, how the grocery clerk bags the groceries, or how a parent finds a way to entice a reluctant child to head off to bed. Creativity in the Arts: Examples of Creativity expectations in Music Exhibit cohesiveness and musical expression in composition/improv. Reflect a knowledge of melodic, rhythmic, tempo, and dynamic elements. Exhibit originality and uniqueness Takes risks Uses dynamics effectively Uses rhythmic patterns with enhance melody Correct use of music notation Examples of Creativity expectations in Movement/Dance Ability to listen to the music and turn that into a movement representative of the musical example Body awareness (where are my feet and how can they move) Identify and demonstrate differences in movements (like a butterfly, like an elephant, like a scarf in the wind, like a rock in the ocean) Ability to use the elements of space, time and force. Incorporate locomotor and non-locomotor skills Willing to take risks Examples of Creativity expectations in Visual Arts Takes risks Experiments with combinations of material Transfers of concept/techniques from one assignment to another (from past experience to present assignment) make changes Innovative and uses own style Originality of idea Uses Divergent or inventive thinking NHCS Arts Assessment Tool: Critique Critique A critical evaluation or analysis, especially one dealing with works of art or literature Critique Process Describe: Tell exactly what you see or hear Analyze: Use the composition criteria to reflect upon the art form Interpret: Consider the following • What is the artist trying to communicate? • What caused the artist to express it? • What is the historical milieu that surrounds the work of art? • Why was the work of art created in this particular style? Evaluate: How successful or important is the work of art?