Art Standards What Should a 6th Grader Know About Patterns
Fine Arts - Grade six
Course Preface
Printable Version (pdf)
Core Standards of the Course
Dance
Strand: CREATE (6.D.CR.)
Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine dance works (Standards half-dozen.D.CR.i�v).
Standard 6.D.CR.one:
Demonstrate openness, willingness and persistence in trying new ideas, methods and approaches when creating trip the light fantastic toe.
Standard six.D.CR.2:
Use a variety of stimuli and solve multiple move issues to develop unique choreographic content.
Standard 6.D.CR.3:
Develop a dance written report that communicates personal or cultural meaning.
Standard 6.D.CR.four:
Manipulate and expand movement possibilities to create a variety of move patterns and structures, and explain the reasons for and effectiveness of motion choices.
Standard half-dozen.D.CR.5:
Revise dance compositions using adamant artistic criteria, and explain reasons for revisions and how choices made relate to creative intent.
Strand: PERFORM (vi.D.P.)
Students will analyze, interpret, and select artistic work for functioning. They will develop techniques and concepts to refine creative work and express significant through the presentation of trip the light fantastic works (Standards 6.D.P.1�10).
Standard vi.D.P.1:
Build partner and ensemble skills past demonstrating constructive spatial relationships with diverse pathways, levels, and patterns in infinite.
Standard 6.D.P.2:
Integrate original all the same and moving shapes and flooring and air pathways into dance sequences.
Standard 6.D.P.3:
Promote safe and healthful strategies by applying bones anatomical noesis, self-awareness, proprioceptive feedback and spatial sensation while dancing.
Standard 6.D.P.4:
Embody technical skills to accurately execute locomotor and nonlocomotor changes of management, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.
Standard 6.D.P.5:
Motility accurately in a variety of meters, with and without absolute beats, and employ combinations of sudden and sustained timing as it relates to the dynamics of a phrase or trip the light fantastic piece of work.
Standard 6.D.P.half-dozen:
Refine sit-in of varied dynamics inside operation.
Standard 6.D.P.seven:
Collaborate every bit an ensemble to refine dances by identifying what works and does not work in executing circuitous patterns, sequences, and formations.
Standard: vi.D.P.8:
Employ personal and ensemble improvements in performance by responding to feedback from the others.
Standard half dozen.D.P.9:
Use performance etiquette and practices during class, rehearsal, and operation.
Standard half-dozen.D.P.10:
Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of a dance work in a variety of traditional and alternative performance venues.
Strand: Respond (half-dozen.D.R.)
Students will perceive and analyze artistic work and process. They will translate intent and pregnant and apply criteria to evaluate artistic work and process (Standards 6.D.R.1�two).
Standard 6.D.R.ane:
Utilise basic trip the light fantastic toe terminology to explain how the artistic expression of a trip the light fantastic is achieved through the elements of dance, use of body, dance technique, dance construction and context.
Standard 6.D.R.2:
Interpret artistic intent and use criteria to critique a dance and explicate what the move communicates.
Strand: CONNECT (half dozen.D.CO.)
Students will synthesize and relate cognition from personal and collaborative experience to brand and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 6.D.CO.1�3).
Standard 6.D.CO.1:
Hash out how the experience of creating and sharing a dance reinforces personal views or offers new noesis and perspective.
Standard 6.D.CO.2:
Conduct research using a variety of resources to discover information about a self-selected topic, and apply the data to create a trip the light fantastic study that expresses a specific betoken of view on the topic.
Standard vi.D.CO.three:
Interpret and show how the motility and qualities of a dance communicate its cultural, historical, and/or customs ideas and perspectives of the civilization, historical menstruation, or community purpose or meaning.
Drama
Strand: CREATE (6.T.CR.)
Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine drama works (Standards vi.T.CR.i�seven).
Standard six.T.CR.1:
Develop imagination to create creative ideas and work.
Standard half-dozen.T.CR.2:
Arrange the physical playing space to communicate mood, fourth dimension, and locale.
Standard 6.T.CR.iii:
Write or record simple dramas that include the five Ws of who, what, where when and why.
Standard 6.T.CR.4:
Define roles, identify responsibilities, and participate in grouping decision making.
Standard 6.T.CR.5:
Create characters through imagination, physical movement, gesture, sound and/or spoken communication and facial expression.
Standard vi.T.CR.6:
Develop dialogue and actions that focus on the development and resolution of dramatic conflicts.
Standard 6.T.CR.7:
Recognize that participating in the rehearsal process is necessary to refine and revise drama works.
Strand: PERFORM (6.T.P.)
Students will analyze, interpret, and select creative piece of work for performance. They will develop techniques and concepts to refine artistic work, and express pregnant through the presentation of drama works (Standards 6.T.P.one�9).
Standard 6.T.P.1:
Clarify the character, setting, and essential events (plot) in a story that make up the dramatic structure, and utilize choices to heighten the story in a drama/theatre work.
Standard 6.T.P.2:
Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations.
Standard vi.T.P.3:
Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.
Standard vi.T.P.4:
Communicate significant using the trunk through space, shape, energy, and gesture.
Standard 6.T.P.5:
Communicate significant using the voice through volume, pitch, tone, charge per unit, and clarity.
Standard 6.T.P.6:
Use imagination to inform artistic choices.
Standard vi.T.P.vii:
Select materials to be used for scenery, backdrop, costumes, lighting, and sound effects for informal classroom presentations.
Standard vi.T.P.8:
Identify and apply advisable vocabulary to draw kinds of stage spaces, stage directions, areas of the stage, and basic blocking techniques.
Standard six.T.P.9:
Perform a variety of dramatic works for peers or invited audiences.
Strand: RESPOND (six.T.R.)
Students volition perceive and analyze artistic work and process. They will interpret intent and significant, and apply criteria to evaluate artistic work and process (Standards 6.T.R.1�vii).
Standard 6.T.R.1:
Demonstrate audience skills of observing intently and responding accordingly in classroom presentations, rehearsals, and live operation settings.
Standard 6.T.R.two:
Justify responses based on personal experiences when participating in or observing a drama/theatre work.
Standard 6.T.R.three:
Place how the intended purpose of a drama/theatre work appeals to a specific audience.
Standard 6.T.R.4:
Give and have effective and supportive feedback; analyze and describe strengths and weaknesses of own work.
Standard six.T.R.five:
Articulate and justify criteria to evaluate what is seen, heard, and understood in classroom dramatizations and dramatic performances.
Standard 6.T.R.half dozen:
Recognize and share artistic choices when participating in or observing a drama/theatre work.
Standard 6.T.R.vii:
Identify and explain why artistic choices are made in a drama/theatre work.
Strand: CONNECT (half-dozen.T.CO.)
Students will synthesize and chronicle knowledge from personal and collaborative experience to make and receive art. They volition chronicle artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards half-dozen.T.CO.ane�3).
Standard half-dozen.T.CO.i:
Explicate how drama connects oneself to i�s community or culture.
Standard 6.T.CO.2:
Read plays and stories from a variety of cultures and historical periods, and place the characters, setting, plot, theme, and conflict to better understand performance and pattern choices.
Standard 6.T.CO.3:
Investigate universal or mutual social issues and express them through a drama/theatre piece of work.
Music
Strand: CREATE (6.M.CR.)
Students will conceptualize, generate and organize artistic ideas and piece of work. They volition complete and refine musical works (Standards half-dozen.G.CR.ane�4).
Standard 6.Thou.CR.1:
Improvise rhythmic and melodic patterns and musical ideas, explicate connections to specific purpose and context, and generate musical ideas using specific tonalities, meters, and elementary chord changes.
Standard 6.M.CR.two:
Select and demonstrate adult musical ideas for arrangements and compositions within recognizable form, and explicate intent and connection to purpose and context.
Standard 6.M.CR.3:
Apply standard or iconic notation or recordings to document original rhythmic, melodic and harmonic ideas.
Standard 6.M.CR.4:
Evaluate and refine work, applying instructor-provided criteria and collaboratively developed guidelines; explicate rationale for making revisions; and present the final version of created music and explain expressive intent.
Strand: PERFORM (vi.M.P.)
Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and limited meaning through the presentation of musical works (Standards 6.M.P.one�11).
Standard 6.M.P.1:
Use teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was called.
Standard 6.M.P.ii:
Make interpretive decisions, with guidance, regarding the use of musical elements to express ideas and emotions.
Standard half dozen.Thousand.P.3:
Discuss and explore, with guidance, expressive elements in music to exist performed.
Standard six.M.P.4:
Sing folk, traditional, and rounds in melody, with good vocal tone and clear diction.
Standard vi.M.P.5:
Respond to visual representations of melodic patterns using pentatonic, major, and pocket-size scales.
Standard half dozen.M.P.vi:
Perform two- and 3-function rounds, partner songs, descants, layered ostinatos and parallel harmony.
Standard 6.M.P.7:
Perform and identify rhythm patterns in two-, three-, four-, and sixbeat meters using body percussion, voice, and simple instruments.
Standard half dozen.Yard.P.8:
Respond with torso percussion, vocalisation, or simple instruments to visual representation of rhythm patterns.
Standard half-dozen.M.P.9:
Answer to musical terms and markings for tempo and dynamics.
Standard six.M.P.10:
Demonstrate persistence and cooperation in refining performance pieces.
Standard half dozen.K.P.eleven:
Perform music with expression, technical accurateness, and appropriate interpretation; watch and respond to the conductor to perform dynamics, style, and phrasing, and start, stop, and stay together; and demonstrate performance decorum.
Strand: Reply (6.M.R.)
Students will perceive and analyze artistic work and process. They volition interpret intent and significant, and apply criteria to evaluate artistic work and process (Standards 6.M.R.1�10).
Standard 6.One thousand.R.1:
Listen to and interact with a diverseness of contrasting music.
Standard 6.One thousand.R.2:
Listen for and identify class, meter, rhythm, timbre, dynamics, tempo, melody, texture, and harmony/tonality.
Standard 6.M.R.3:
Demonstrate audience etiquette appropriate for the context and venue.
Standard half-dozen.Grand.R.four:
Depict feelings or imagery conveyed by a music selection.
Standard 6.M.R.5:
Place possible intent of a music selection, and how the music elements are used to convey information technology.
Standard 6.Yard.R.half-dozen:
Explore/express feelings conveyed past a music choice through movement, drawing, or writing.
Standard 6.Chiliad.R.seven:
Identify music elements that are feature of different genres of music.
Standard 6.M.R.eight:
Identify and describe the music and structural elements that contribute to a quality piece of work or performance.
Standard 6.M.R.9:
Identify and describe the technical and musical skills evident in a quality operation.
Standard six.Chiliad.R.x:
Apply teacher-provided or collaboratively developed criteria to evaluate musical works or performances.
Strand: CONNECT (6.Thousand.CO.)
Students volition synthesize and relate noesis from personal and collaborative experience to make and receive fine art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 6.1000.CO.1�3).
Standard 6.Yard.CO.1:
Describe how music relates to personal, social, emotional, and intellectual development.
Standard half dozen.M.CO.2:
Draw upon interests, knowledge, and skills developed to inspire and inform the cosmos, operation, and appreciation of music, and deepen agreement of some other content area through music.
Standard half-dozen.Chiliad.CO.3:
Experience and explore music which connects us to history, culture, heritage, and community; identify connections between a music genre and cultural or historical contexts; and explore and explain how musical works are influenced by a composer�due south heritage and experiences.
Visual Arts
Strand: CREATE (6.V.CR.)
Students volition generate artistic work by conceptualizing, organizing, and completing their creative ideas. They will refine original work through persistence, reflection, and evaluation (Standards 6.V.CR.1�six).
Standard half-dozen.V.CR.ane:
Combine concepts collaboratively to generate an innovative idea for art-making.
Standard 6.5.CR.2:
Standard 6.V.CR.2: Formulate an artistic investigation of personally relevant content for creating art.
Standard 6.V.CR.3:
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and blueprint.
Standard half-dozen.V.CR.4:
Explain environmental implications of conservation, care, and cleanup of art materials, tools and equipment.
Standard half-dozen.V.CR.5:
Design or redesign objects, places, or systems that meet the identified needs of diverse users.
Standard six.V.CR.6:
Reverberate on whether personal artwork conveys the intended meaning, and revise accordingly.
Strand: Nowadays (6.V.P.)
Students volition clarify, interpret, refine and select artistic work for presentation. They will convey significant in the mode in which the fine art is presented (Standards 6.5.P.1�3).
Standard 6.Five.P.1:
Analyze the similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork.
Standard 6.V.P.2:
Individually or collaboratively develop a visual program for displaying works of fine art, analyzing showroom space, the needs of the viewer, and the layout of the exhibit.
Standard 6.V.P.3:
Assess, explain, and provide testify of how museums or other venues reverberate history and values of a community.
Strand: RESPOND (six.V.R.)
Students will understand, evaluate, and articulate how works of art convey meaning for the observer too every bit the creator (Standards 6.V.R.1�5).
Standard vi.5.R.i:
Place and interpret works of art or blueprint that reveal how people live around the world and what they value.
Standard six.Five.R.two:
Compare one�s own interpretation of a piece of work of art with the interpretation of others.
Standard six.5.R.3:
Analyze ways that visual components and cultural associations within images influence ideas, emotions, and deportment.
Standard 6.V.R.iv:
Interpret fine art past distinguishing relevant contextual data, and past analyzing subject matter, characteristics of form and construction, and use of media to identify ideas and mood conveyed.
Standard 6.Five.R.5:
Develop and apply relevant criteria to evaluate a work of art.
Strand: CONNECT (6.V.CO.)
Students will relate creative skills, ideas, and work with personal significant and external context (Standards 6.Five.CO.one�ii).
Standard 6.Five.CO.1:
Generate a collection of ideas reflecting current interest and concerns that could exist investigated in art-making.
Standard vi.5.CO.2:
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding by analyzing how art reflects changing times, traditions, resources, and cultural uses.
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Instruction (USHE). Ship questions or comments to USBE Specialists - Cathy Jensen or Tamara Burnside and meet the Fine Arts - Elementary website. For general questions about Utah'southward Core Standards contact the Director - Jennifer Throndsen.
These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may exist freely reproduced for teacher and classroom utilise. When distributing these materials, credit should be given to Utah State Board of Educational activity. These materials may not exist published, in whole or office, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Common salt Lake Urban center, Utah 84114-4200.
Source: https://www.uen.org/core/core.do?courseNum=1062
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