Indiana Learning Standards - Fine Arts: Dance, Music, Theatre, Visual Arts — Grade 5


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5.1.1

Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture.

5.1.2

Identify and compare works of art and artifacts with similar functions

5.1.3

Demonstrate increased awareness of the element of force by combining two different force components.

5.1.4

Demonstrate increased awareness of the element of time by utilizing various time components through movement.

5.1.5

Follow the cues of a conductor

5.1.6

Identify uses of imagery in visual culture found in, but not limited to, advertisements, graphic novels, the Internet, video, and video games.

5.1.7

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

5.1.8

Identify ways in which the arts are supported in the community.

5.10.1

Observe a rehearsal or other behind-the-scenes activity of a local, professional, community, or high school play.

5.11.1

Create a theatre piece that explores a social issue.

5.11.2

Identify and compare similar concepts or principles found in theatre and another discipline, such as mathematics.

5.12.1

Create a theatre piece by utilizing students collaborative talents in each of the various arts.

5.2.1

Identify and be familiar with a range of selected works, identifying artists of various cultures, styles, and periods.

5.2.2

Choreograph a dance sequence based on students ideas using improvised movement.

5.2.3

Play instruments independently or in a group to accompany singing.

5.2.4

Play melodies, accompaniments, and ensemble parts of various styles and cultures expressively with correct rhythms, tempos, and dynamics.

5.2.5

Maintain an independent part on an instrument in a group while following the cues of a conductor.

5.3.1

Improvise rhythmic, melodic, and harmonic accompaniments to songs using pitched and nonpitched classroom instruments and electronic sound sources.

5.3.2

Construct meaning and develop well-supported interpretations in works utilizing dialogue and shared peer perspectives, properties found in the work, and research-based background information.

5.3.3

Improvise melodic and rhythmic variations of learned songs by singing and using instruments.

5.3.4

Independently and cooperatively improvise successive melodic phrases to create a song.

5.3.5

Improvise rhythmic and melodic phrases on a variety of instruments in response to a conductor.

5.3.6

Create musical answers in various styles to imitate the style of the questions demonstrated by the teacher.

5.4.1

Identify and discuss personal feelings and thoughts from involvement in dance activities.

5.4.2

Plan and arrange accompaniments to given melodies within teacher guidelines.

5.4.3

Create a song in an appropriate meter to accompany an original descriptive text of at least four phrases.

5.4.4

Analyze a dance looking at choreographic principles, processes, and structures, and the effect of theatrical elements.

5.4.5

Compare opinions on the meaning of a dance performance.

5.5.1

Identify and describe dances from two or more cultures or historical periods.

5.5.2

Identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternative hypotheses.

5.5.3

Identify and demonstrate a folk, social, or theatrical dance from a specific historical period.

5.5.4

Read and perform music in the keys of C, G, and F major.

5.5.5

Read and notate scales and melodic lines in the treble clef, including ledger lines above and below the staff.

5.5.6

Identify and apply terms and symbols found in musical scores.

5.6.1

Describe musical elements including tonality, form, expressive qualities, and timbre through movement, writing, or illustration, including how these elements might convey an expressive mood.

5.6.2

Identify and discuss healthy and unhealthy practices that affect a dancers body and its performance

5.6.3

Recognize stylistic characteristics of music from various cultures.

5.6.4

Demonstrate evidence of critique, reflection, and revision in creating artwork.

5.6.5

Identify and apply criteria for self-assessment and peer critiques.

5.6.6

Demonstrate respect for personal work and the work of others.

5.7.1

Investigate the creative processes of various art forms and how they relate to dance (visual art, music, theatre).

5.7.2

Describe and demonstrate how dance is related to other disciplines (language arts, mathematics, science, social studies).

5.7.3

Apply established performance criteria to classroom activities.

5.7.4

Demonstrate appropriate behavior when performing music.

5.7.5

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

5.8.1

Compare the ways big ideas and concepts are communicated through the perspectives of visual arts and other disciplines.

5.8.2

Create and present an age-appropriate character in a real-life situation.

5.8.3

Read plays to examine character dynamics and relationships.

5.8.4

Identify life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

5.9.1

Investigate and perform music associated with historical periods, individuals, events, and movements in the United States such as songs of the railroad, American heroes, the American Revolution, or a specific decade.

5.9.2

Listen to specific examples of program music that enhance understanding of American lifestyles and times such as Coplands Hoedown or Appalachian Spring.

5.9.3

Recognize and experience styles and genres of American music such as blues, jazz, and musical theatre and identify their role in history and society.

5.9.4

Explore and contrast music of contemporary American and various world cultures through live or recorded authentic performances.

5.9.5

Recognize various roles of musicians in American society.