South Carolina Learning Standards for Visual and Performing Arts — Grade 6


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D6-1.1

Demonstrate movement from a variety of dance techniques and kinesthetic skills (for example, alignment, balance, articulation of isolated body parts, elevation, landing).

D6-1.2

Identify and demonstrate basic dance steps, positions, and patterns in three or more genres or forms of dance.

D6-1.3

Create and refine complex transitions between shapes formed on low, middle, and high levels.

D6-1.4

Identify and demonstrate an increasing range of movement qualities (for example, sustained, percussive, vibratory, bound, freeflowing).

D6-1.5

Demonstrate increasing kinesthetic awareness, concentration, focus, and projection when performing movement skills.

D6-1.6

Demonstrate accurate memorization and replication of movement sequences.

D6-1.7

Demonstrate and use correct dance vocabulary to describe the actions (for example, skip, gallop, swing, bend) and movement elements (for example, levels, direction) in a brief movement study.

D6-1.8

Continue to refine technique through teacher correction and selfevaluation.

D6-2.1

Use movement exploration to discover, compose, and perform solutions to movement problems based on a variety of stimuli (for example, sensory cues, ideas, moods).

D6-2.2

Create a dance sequence, repeat it, and then vary it by making changes in the time, space, and/or force/energy.

D6-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

D6-2.4

Create original dance phrases or brief movement studies that demonstrate the principles of contrast and transition.

D6-2.5

Work alone, with a partner, or in a small group during the choreographic process.

D6-2.6

Demonstrate the following partnering skills: creating contrasting and complementary shapes and receiving and supporting small amounts of weight.

D6-2.7

Analyze and describe the choreographic tools used in major dance works and in those of his or her peers.

D6-2.8

Translate basic motif description/dance notation into movement and use description/notation to record dance phrases.

D6-3.1

Identify and demonstrate the difference between literal and abstract gestures.

D6-3.2

Analyze the main idea, theme, or feeling of a dance in relation to his or her personal context.

D6-3.3

Explain the ways that different accompaniment (for example, sound, music, spoken text) can affect the meaning of a dance.

D6-3.4

Explain the manner in which lighting, costuming, props, and other scenic elements can contribute to the meaning of a specific dance.

D6-3.5

Create and perform a brief dance sequence that communicates a topic of personal significance.

D6-4.1

Create and demonstrate multiple solutions to movement problems; identify the most interesting solutions and explain choices.

D6-4.2

Compare and contrast two or more subtly differing dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), force/energy/movement qualities (for example, weight, flow).

D6-4.3

Identify and describe aesthetic criteria within dances (for example, skill of the performers, originality of the choreography, intent of the choreographer).

D6-4.4

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

D6-5.1

Perform four or more simple folk dances, social dances, classical dances, and/or theatrical dances and identify and describe the similarities and differences among them.

D6-5.2

Identify the role of dance in various cultures and historical contexts and distinguish the similarities and differences among them.

D6-5.3

Identify notable figures in dance and distinguish and/or evaluate the similarities and differences among their works and/or contributions.

D6-5.4

Observe and/or perform excerpts from masterworks or etudes based on masterworks (with all copyright restrictions observed).

D6-6.1

Identify and describe the ways that dance promotes strength, health and well-being, physical safety, and reduced risk of injury.

D6-6.2

Identify exercises to warm up specific muscle groups and explain the ways that warming up prepares the body for dancing.

D6-6.3

Identify the ways that lifestyle choices, body image, peer pressure, cultural media, and social environment affect the dancer.

D6-6.4

Identify the bones in the skeletal system and demonstrate an understanding of proper alignment.

D6-7.1

Identify, describe and analyze the similarities and differences among the arts.

D6-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

D6-7.3

Create a brief movement phrase that demonstrates an understanding of a concept or idea from another discipline or everyday life (for example, symmetry, asymmetry).

D6-7.4

Identify and describe the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, and the creative process across all of the arts).

D6-7.5

Identify and describe applications of technology and documentation in the field of dance (for example, technical production, dance notation, research, choreography, reconstruction of historical dance works).

D6-7.6

Identify and describe the responsibilities associated with various careers in dance.

MA6-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MA6-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MA6-1.3

Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MA6-1.4

Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources.

MA6-1.5

Demonstrate the use of self-led and peer-led instruction and assessment materials for evaluating media artwork.

MA6-2.1

Expand his or her media arts vocabulary and identify elements of artistic design specific to individual media.

MA6-2.2

Design and create media artwork that communicates his or her personal experiences.

MA6-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MA6-3.1

Explain the ways that a variety of media texts address their intended purpose and audience.

MA6-3.2

Interpret media texts, using overt and implied messages as evidence for his or her interpretations.

MA6-3.3

Evaluate the effectiveness of the presentation in media texts (for example, treatment of ideas, information, themes, opinions, issues).

MA6-3.4

Explain why different audiences might have different responses to a variety of media texts.

MA6-3.5

Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MA6-3.6

Identify the techniques used in different media texts that reflect varying perspectives and points of view.

MA6-4.1

Analyze examples of media artwork to gain an awareness of the components that connect the media arts to everyday life and activities in the world at large.

MA6-4.2

Analyze and describe the relationship between the media arts and other arts disciplines and other content areas.

MA6-4.3

Analyze and describe financial aspects of media arts productions, including budget responsibility and career opportunities.

MA6-5.1

Analyze ways that information from past and present culture has influenced the evolution of the media arts.

MA6-5.2

View and discuss media artwork that portrays the people and cultures of the world.

MA6-5.3

Describe characteristics of the media arts that exist across time and among diverse cultural and ethnic groups.

MA6-6.1

Analyze and describe human, cultural, and societal issues related to the media arts and the use of technology.

MA6-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MC5-6.1

Integrate music into creative writing, storytelling, poetry, dance, theatre, and visual arts, and other disciplines.

MC5-6.2

Identify the ways in which principles and subject matter of non-arts disciplines interrelate with those of music.

MC5-6.3

Describe the roles of musicians and music careers in various and world cultures, identifying the skills necessary for those careers and the income they can generate.

MC5-6.4

Discuss a variety of musical careers, including the level of education and the skill set that people in those careers need in order to do their work.

MC5-6.5

Discuss the cost of the instruction, repertoire, instruments, materials, and supplies used in the chorus classroom.

MC5-6.6

Discuss the manner in which economic conditions, cultural values, and location affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

MC5-6.7

Identify the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

MC5-6.8

Discuss and compare ways that the skills and activities that are typical of music classes can be used in careers outside of music.

MC5-6.9

Design a rubric for assessing the appropriate audience and performer behavior and utilize that rubric to self-assess and to critique the audience and performers at a school or community performance.

MC6-1.1

Echo simple rhythmic and melodic patterns.

MC6-1.2

Sing independently with accurate intonation and in rhythm, using appropriate timbre, diction, breath control, and good posture while maintaining a steady tempo.

MC6-1.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MC6-1.4

Sing a varied repertoire of choral music representing diverse genres and cultures.

MC6-1.5

Sing ostinati, partner songs, rounds, and two-part music with or without accompaniment.

MC6-1.6

Sing in groups, develop aural skills, blend vocal timbres, match dynamic levels, and respond to the cues of the conductor.

MC6-1.7

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

MC6-2.1

Improvise simple rhythmic and melodic ostinati accompaniments at a level of 1 on a scale from 1 to 6.

MC6-2.2

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

MC6-2.3

Improvise short songs using a variety of sound sources, including music technology if available.

MC6-2.4

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

MC6-2.5

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology if available (for example, Sibelius and Finale software).

MC6-2.6

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

MC6-3.1

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 1 or 2 on a scale from 1 to 6.

MC6-3.2

Use a system (for example, solfge syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 1 or 2 on a scale from 1 to 6.

MC6-3.3

Identify symbols and traditional terms referring to meter, rhythm, pitch, dynamics, tempo, and articulation and interpret them correctly when performing.

MC6-3.4

Use available technology to write notation with standard symbols for meter, rhythm, and pitch in simple patterns.

MC6-4.1

Identify examples of musical forms including motive, phrase, four-bar phrase, canon, rondo, AABA, twelve-bar blues, and theme and variation.

MC6-4.2

Demonstrate his or her perceptual skills by comparing and contrasting aural examples of music in various styles and diverse cultures.

MC6-4.3

Use appropriate terminology to describe music notation, music instruments and voices, and music performances.

MC6-4.4

Classify the timbre of common instruments and voices.

MC6-4.5

Demonstrate his or her perceptual skills by moving in response to selected prominent music characteristics.

MC6-4.6

Develop specific criteria for evaluating the quality and effectiveness of musical performances and compositions and use those criteria to evaluate his or her own performances.

MC6-4.7

Use appropriate music terminology to defend his or her preferences for specific music works and styles.

MC6-5.1

Sing a diverse repertoire of music from various historical periods and cultures.

MC6-5.2

Compare and classify exemplary musical works by genre, style, historical period, composer, and title.

MC6-5.3

Examine the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

MC6-5.4

Identify the historic roles of musicians in various music settings and cultures.

MC6-5.5

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

MC6-6.1

Identify common terms in music that are used in similar ways in one or more other arts disciplines (for example, texture, color, form).

MC6-6.2

Discuss the relationship that exists between subjects outside of the arts and music (for example, mathematics and music, English literature and music).

MC6-6.3

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts.

MC6-6.4

Discuss ways that creativity and individual responsibility can be used in careers outside of music.

MC6-6.5

Identify expenses involved in artistic productions (for example, performers, rentals, auditorium, publicity).

MC6-6.6

Discuss the manner in which economic conditions, cultural values, and location affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

MG6-1.1

Sing with stylistic accuracy and good breath control, using appropriate diction in ensembles.

MG6-1.2

Sing with expression unison and two part songs, including some by memory.

MG6-1.3

Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, rounds, and two-part songs.

MG6-1.4

Play instruments, alone and in ensembles, in rhythm with appropriate posture, dynamics, and timbre while maintaining a steady tempo.

MG6-1.5

Use aural perception to create and play simple melodies and accompaniments on classroom instruments and technologies.

MG6-1.6

Play rhythmic, melodic, and chordal patterns accurately and independently.

MG6-1.7

Play expressively a varied repertoire of music representing diverse

MG6-1.8

Blend instrumental parts, match dynamic levels, and respond to the cues of a conductor when playing in ensembles.

MG6-1.9

Play independently complimentary and contrasting instrumental parts while others sing.

MG6-2.1

Improvise rhythmic and melodic two to four bar question and answer phrases.

MG6-2.2

Improvise simple rhythmic and melodic two to four bar ostinati phrases and accompaniments.

MG6-2.3

Improvise simple rhythmic variations and melodic embellishments.

MG6-2.4

Improvise short songs and instrumental pieces using a variety of sound sources and technology.

MG6-2.5

Demonstrate creativity by composing and arranging music using traditional, non-traditional, and technological notation (Finale, Sibelius, Band-in-a-Box, and previous examples).

MG6-2.6

Demonstrate creativity by composing and arranging music to accompany readings and dramatizations.

MG6-2.7

Compose and arrange short songs and instrumental pieces using the expressive elements of music.

MG6-3.1

Read and write basic rhythmic notation (see 5) in simple meters (for example 4/4, 3/4, 2/4).

MG6-3.2

Use an accepted methodology (syllable, numbers, or note names) to read and write simple melodies.

MG6-3.3

Identify symbols and terminology for rhythm and pitch notation, performing.

MG6-3.4

Write notation for created phrases using standard symbols for meter, rhythm, pitch, and dynamics using available technology.

MG6-4.1

Identify examples of musical forms (for example: motive, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation).

MG6-4.2

Demonstrate perceptual skills by comparing and contrasting stylistic and culturally diverse musical examples.

MG6-4.3

Demonstrate knowledge of the basic principles of pitch, notation, meter, chords, tonality, voices, instruments, and performances.

MG6-4.4

Identify, describe and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.

MG6-4.5

Identify and describe emotional responses to various musical effects.

MG6-4.6

Devise criteria for evaluating performances and compositions based upon musical concepts and ideas.

MG6-4.7

Use appropriate music terminology to explain their personal preferences for specific musical works.

MG6-4.8

Apply music concepts when judging the quality of his/her own performances and those of others.

MG6-5.1

Listen to examples of music from various historical periods and world cultures and identify the pieces by genre or style.

MG6-5.2

Describe by genre and stylistic characteristics musical works from diverse cultures and historical periods.

MG6-5.3

Identify various uses of music in daily experiences and describe the characteristics that make a particular type of music suitable for each use.

MG6-5.4

Discuss and demonstrate appropriate audience behavior for the context and style of music being performed.

MG6-6.1

Identify and describe the roles of and income available to musicians and music careers in various settings and world cultures.

MG6-6.2

Explain the economic impact of music upon and the role of music in celebrations, community functions, and special events.

MG6-6.3

Identify similarities and differences in the meanings of common terms used in visual arts and dance (for example: texture, color, form).

MG6-6.4

Identify and discuss how principles and subject matter of non-arts disciplines interrelate with those of music.

MI6-1.1

Sing the correct rhythms on pitch using neutral syllables, note names, or solfge while maintaining a steady tempo and meter.

MI6-1.10

Perform scales and music literature at a level of difficulty comparable that prescribed by the second-year method book, or at a 2 on a scale from 1 to 6.

MI6-1.2

Sing with expression and stylistic accuracy.

MI6-1.3

Sing music written in two and three parts.

MI6-1.4

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

MI6-1.5

Play familiar music on an instrument by ear.

MI6-1.6

Play instruments expressively with appropriate dynamics and phrasing.

MI6-1.7

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.

MI6-1.8

Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills in response to the cues of a conductor.

MI6-1.9

Perform with stylistic accuracy a variety of music representing diverse cultures, genres, and styles.

MI6-2.1

Play and embellish rhythmic and melodic patterns within a given meter and tonality

MI6-2.2

Improvise simple harmonic patterns within a given meter and tonality.

MI6-2.3

Compose short pieces for his or her instrument.

MI6-2.4

Arrange short pieces for his or her instrument.

MI6-3.1

Read and notate whole, half, quarter, eighth, and dotted notes and corresponding rests in 2/4, 3/4, and 4/4 time signatures.

MI6-3.2

Identify half and whole steps within given keys and sight-read music at a level of .5 on a scale from 1 to 6.

MI6-3.3

Identify, notate, and interpret symbols and terms of musical expression referring to dynamics, tempo, and articulation.

MI6-4.1

Identify simple music forms (for example, call and response, verse and refrain, AB, ABA) that are presented aurally and visually.

MI6-4.2

Analyze the elements of music in examples representing diverse genres and cultures.

MI6-4.3

Use appropriate terminology to identify and describe music forms, notation, instruments, and performances.

MI6-4.4

Evaluate the music performances of others by using appropriate vocabulary and the criteria provided by the teacher.

MI6-4.5

Evaluate his or her own music performances by using appropriate terminology and the criteria provided by the teacher.

MI6-4.6

Use appropriate terminology to explain his or her preferences in music based on a variety of genres, styles, and historical periods.

MI6-5.1

Make connections between the distinguishing characteristics of music from different cultures and historical periods.

MI6-5.2

Make connections between the distinguishing characteristics of music representing different styles and genres.

MI6-6.1

Compare common music terms to those found in other arts disciplines (for example, tone, rhythm, volume, form).

MI6-6.2

Compare common music terms to those found in non-arts disciplines (for example, genre, program, dynamics, pitch).

MI6-6.3

Identify musicians from various historical periods, music settings, and cultures and describe their careers and skills.

MI6-6.4

Discuss the costs and labor involved in artistic performances and productions.

MI6-6.5

Examine musics impact on everyday life.