Indiana Learning Standards - Fine Arts: Dance, Music, Theatre, Visual Arts — Grade 4


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4.1.1

Demonstrate increased kinesthetic awareness (body awareness) through coordination, concentration, and isolation of various body parts.

4.1.2

Sing expressively with attention to dynamics and phrasing.

4.1.3

Sing a diverse repertoire of songs with varied accompaniment and including other cultures and languages, adding any movement considered intrinsic to authentic performance of the music.

4.1.4

Demonstrate and identify the element of time through movement using tempo, rhythm, duration, pattern, accent, and syncopation

4.1.5

Follow the cues of a conductor.

4.1.6

Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school.

4.10.1

Take a backstage tour of a theatre.

4.10.2

Analyze the theatrical nature of familiar Indiana cultural events.

4.11.1

Create a theatre piece exploring human relationships.

4.11.2

Identify and compare similar concepts or principles found in theatre and another discipline

4.12.1

Analyze the ways a live performance is enhanced by the integration of other art forms.

4.2.1

Play melodic, rhythmic, and chordal patterns with correct rhythms, tempo, and dynamics by rote and by reading.

4.2.2

Explore the works of Indiana writers and playwrights.

4.2.3

Distinguish between contemporary and historical works of art and identify characteristics of both.

4.2.4

Play instrumental pieces of various styles and cultures.

4.2.5

Follow the cues of a conductor.

4.3.1

Describe and analyze sensory, formal, technical, and expressive properties in own work and works of artists through discussion and/or writing, developing appropriate vocabulary.

4.3.2

Construct meaning and develop well-supported interpretations in works of art based on personal response, properties found in the work, peer perspectives, and research-based background information

4.3.3

Improvise a melodic variation of a familiar song or musical phrase.

4.3.4

Improvise a short composition using various sounds in response to the direction of a teacher or student conductor.

4.3.5

Improvise movements to accompany or demonstrate a melody.

4.3.6

Use voices and instruments to create appropriate sound effects or accompaniments to a poem or short story

4.4.1

Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism, formalism, and emotionalism).

4.4.2

Working independently or collaboratively and within teacher guidelines, create and notate a melody to convey extramusical ideas such as a ballad or story, using audio recording, graphic notation, or standard notation as appropriate. Create a simple accompaniment for the work.

4.4.3

Articulate what changes they would suggest in a performance

4.4.4

Arrange a melody and accompaniment for various vocal or instrumental sounds using available electronic sources.

4.4.5

Speculate on the meaning of a dance performance.

4.5.1

Recognize and respond to the unique qualities of the theatre experience.

4.5.2

Engage in discussions questioning the nature of art, and express and defend personal viewpoints.

4.5.3

Investigate and demonstrate a dance from an historical period.

4.5.4

Identify the musical symbols for sharps, flats, and naturals. Identify the diatonic scale and the key signatures of C, G, and F major.

4.5.5

Identify and apply an expanded vocabulary of musical terms as found in notated music.

4.6.1

Demonstrate refined perceptual skills in the production of personal artwork

4.6.2

Collaboratively improvise scenes based on relationships and social situations

4.6.3

Expand use of musical terms, instrument names, and styles, using word banks and other vocabulary activities.

4.6.4

Establish a portfolio that documents understanding of musical experiences through writing samples, illustrations, and related media computer files.

4.6.5

Create spontaneous dialogue to express feelings.

4.6.6

Classify singers according to vocal range and performance style.

4.6.7

Demonstrate appropriate listening behavior for various types of performances.

4.7.1

Explain personal preferences for specific musical works and styles using appropriate terminology.

4.7.2

Identify and discriminate between types of lines (characteristics, quality), shapes (geometric and organic), textures (tactile and visual), colors (primary, secondary, complementary, tints, and shades), space (placement, perspective, overlap, negative, positive, size), balance (symmetrical, asymmetrical, radial), and the use of proportion, rhythm, variety, repetition, and movement in own work and the works of others.

4.7.3

Identify differences between media and the physical characteristics of each medium.

4.7.4

Identify and demonstrate appropriate behavior when performing music.

4.7.5

Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

4.8.1

From a list of the elements of music, identify those that apply when viewing and discussing specific works of art.

4.8.2

Interpret aural musical examples using dance, drama, art, or writing.

4.8.3

Read plays to examine character dynamics and relationships.

4.8.4

Sing songs to support learning in another discipline outside the arts such as creating new verses for Weevily Wheat using additional multiplication tables, or reading The Drinking Gourd by F.N. Monjo and learning the song, Follow the Drinkin Gourd.

4.9.1

Identify various opportunities in theatre-related careers both on and offstage.

4.9.2

Learn play-party and singing games of the pioneers in Indiana and relate them to the culture and life style of the period.

4.9.3

Identify and experience music of renowned musicians throughout Indiana history.

4.9.4

Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.

4.9.5

Investigate and write about community musicians and attend live performances when possible.