Indiana Learning Standards - Fine Arts: Dance, Music, Theatre, Visual Arts — Grade 6


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6.1.1

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

6.1.2

Identify how the roles and relationships of artists and patrons have affected the creation of works of art.

6.1.3

Identify icons in contemporary works and analyze how they reflect the culture

6.1.4

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

6.1.5

Identify the roles of artists and skills of various art-related careers in the community.

6.1.6

Analyze how galleries, museums, movie theaters, digital resources, and arts-related establishments in the community affect daily life.

6.1.7

Analyze and critique art seen at local museums, exhibits, arts performances, and by visiting artists in the schools.

6.1.8

Identify ways in which the arts are supported in the community and state

6.10.1

Volunteer to assist a theatre company (post flyers or posters, stuff envelopes, locate props).

6.11.1

Create a theatre piece that states and supports a position.

6.11.2

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

6.12.1

Incorporate multiple art forms to more effectively communicate ideas.

6.2.1

Demonstrate the ability to incorporate the choreographic principles of contrast, variety, transitions, and repetition with a partner and in a group

6.2.2

Improvise, choreograph, and present dance sequences based on students ideas or concepts from other sources.

6.2.3

Utilize previously learned choreographic structures to create movement phrases adding call and response, accumulation, and theme and variations

6.2.4

Play melodies and accompaniments of various styles and cultures independently or in ensembles.

6.2.5

Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics, independently or in ensembles.

6.2.6

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

6.3.1

Identify and explore personal feelings, stories, or ideas through movement.

6.3.2

Demonstrate an increased awareness of how interpretation of a dance can be changed or affected by theatrical elements like music, sound, spoken word, props, lighting, scenery, or costumes

6.3.3

Demonstrate knowledge of movement by creating dance sequences from everyday movements and gestures.

6.3.4

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

6.3.5

Improvise rhythmic and melodic phrases on a variety of instruments in response to the cues of a student or teacher conductor.

6.4.1

Identify unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism).

6.4.2

Speculate on the meaning of a theatrical production.

6.4.3

Apply criteria based on properties found in a work and research of its historical context to form persuasive arguments.

6.4.4

Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources.

6.4.5

Collaboratively create a short drama based on a folk tale or historical event incorporating studentgenerated lyrics, melodies, and instrumentation. Perform the completed work.

6.5.1

Reflect on the qualities of the visual and aural production and how they create the viewers reaction to the theatre experience.

6.5.2

Create a dance based on a particular culture.

6.5.3

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

6.5.4

Read and perform in various major and minor keys.

6.5.5

Apply the designated expressive markings when singing or playing music.

6.6.1

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

6.6.2

Demonstrate the ability to utilize personal interests, current events, media, or techniques as sources for expanding artwork.

6.6.3

Recognize, discuss, and write about works of representative historic and contemporary composers.

6.6.4

Attend and describe live musical experiences.

6.6.5

Include descriptions of musical experiences in a portfolio.

6.6.6

Demonstrate respect for personal work and the work of others.

6.7.1

Study a play or story and visualize, draw, and build a simple realistic theatrical environment for it.

6.7.2

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

6.7.3

Apply established criteria when performing music in and outside the classroom.

6.7.4

Demonstrate appropriate use of various media, techniques, and processes to communicate themes and ideas in artwork.

6.7.5

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

6.8.1

Use various means to explore interdisciplinary connections of a concept such as creativity: Mapping possible connections Investigating a compositional technique such as John Cages creative use of prepared piano and discovering cross-disciplinary associations Responding to a writing prompt such as, How is the creative process in music similar to that in other disciplines such as science, literature, or art?

6.8.2

Compare compositional techniques in music and other disciplines, such as sequences in musical examples and simple tessellations in mathematics and art.

6.8.3

Integrate music into an interdisciplinary presentation of a specific topic.

6.8.4

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

6.9.1

Discover the skills needed to be a playwright.

6.9.2

Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovskys 1812 Overture.

6.9.3

Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time.

6.9.4

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

6.9.5

Research various career opportunities related to contemporary American music.