Grade 1 VPA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
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Curriculum Brochures
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Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade One Visual and Performing Arts
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Art:
  • Creative Expression-Creating Art
  • Shape and Lines Interaction
  • Balance and Composition- where do the shapes go in space?
  • Rhythms and Patterns in the World Around Us
  • Coastal Studies Integration
  • Art and Imagination
  • Color Interactions
  • Cut paper
  • Watercolor painting
  • Cray-pas drawing
  • Collage assembly
  • Tempera painting
  • Clay work
  • Criticism and Aesthetics- Looking at Art
  • French Impressionism Monet, Degas, VanGogh, Renoir, Cassatt 
  • Examine art as an enriching and thoughtul process
  • Compare and contrast visual elements in artwork
  • Make judgments on a variety of styles and types of art
  • Cultural Heritage- Living with Art
  • Begin to compare and contrast qualities of natural and man-made art
  • Define role of inspiration and observation in the development of adult art

Music
  • Movement
  • Rhythm
  • Song 
  • Elements of Music

Integrated Music Experiences:
  • World Cultures- Winter Celebrations
  • Coastal Studies
  • Fairy Tale Ball- dancing
  • Culminating Performance 


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS
 GRADE: 1     

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
Performance indicators are described for each of the four different disciplines: Dance, Music, Theater, and Visual and performing Arts.
A. Disciplinary Literacy - Dance: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Dance Terminology
Students identify space, time, and energy concepts.
a. Identify elements of space: high/low, forward/backward, near/far, and personal space, and wide/narrow and stretched/curled/twisted shape(s).
b. Identify elements of time: steady and fast/slow beat.
Demonstrate by movement(walking, skipping, marching, etc.)
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Identify elements of energy: hard/soft, light/strong, and resting/moving.
A.2. Space
Students demonstrate space concepts including high/low, forward/backward, near/far, and personal space and wide/narrow, and stretched/curled/twisted shape(s).
Participate in square dancing, waltzing
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Time  
Students replicate tempo change using body movement.

Demonstrate the song through movement alone

Participate in the Fairy Tale Ball
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.4. Energy   
Students recognize and demonstrate  hard/soft, light/strong, and resting/moving movements to show differences in energy qualities.
Participate in dances for the Fairy Tale Ball
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.5.  Locomotor and Non-locomotor Movement
Students identify and demonstrate locomotor and non-locomotor/axial skills.  
a. Identify the difference between a locomotor and non-locomotor/axial skill.
b. Demonstrate locomotor patterns using change in direction, level, and pathway.
c. Demonstrate non-locomotor/axial skills.
Repeat rhythmic patterns through clapping, tapping, etc.
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.6. Compositional Forms
Students replicate, with a partner, the dance composition, forms of copying, mirroring, leading, and following.
Participate in the preparation for the Fairy Tale Ball
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. Disciplinary Literacy - Music: Students show literacy in the descipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Music Difficulty
Students accurately perform a short musical selection, both instrumentally and vocally, while modeling proper posture and technique, along or with others.
Listen to and sing a variety of songs that express feelings and emotions

Sing a song and then demonstrate the song through movement alone

Express story lines through dance, drama, and song through:
  • Fairy Tale Ball
  • Seasonal Performances
  • Classroom improvisation 
Experiment with tempo, rhythm, and dynamics using voice and classroom instruments  

Listen to and reproduce songs, rhythms and movements for group and solo performances.
Participate in:
  • Echo singing
  • Rhythm clapping
  • Dance/moving
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Notation and Terminology   Studentsidentify and read musical notation, symbols, and terminology of dynamics.
Identify different notations and explain what they mean.
Recognize how notation is grouped

Compare syllables of the written word to the beats/rests of notations
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Listening and Describing  
Students listen to and identify elements of music including meter and simple form and attributes including loud/soft, fast/slow, high/low, and long/short beat and steady beat/strong beat.


Distinguish AB and ABA form

Differentiate between a chorus and verse in songs

Participate in:
  • Fairy Tale Ball
  • Seasonal Performances
  • Classroom improvisation
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.  Discipline Literacy - Theater: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology  Students identify the "who, what, where, when, and why" of a dramatic performance they have participated in or seen.
A.2. Production  
Students select or make props, costumes, set pieces, and/or puppets, and practice using them appropriately.
A. Discipline Literacy - Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Artist's Purpose  
Students recognize a variety of purposes for  making art, including telling a story, communicating emotion, or beautifying functional objects.
Recognize the elements of art; line shape, color, form, texture, mass and space

Use appropriate art vocabulary

Explore the elements of art through slides, visuals and videos
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Elements of Art and Principles of Design  
Students identify features of composition.
a. Identify Elements of Art: color, form, line, shape, space, texture, and value.
Distinguish art elements in 2d and 3d artworks
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Identify Principles of Design including pattern and balance.
Distinguish principles of designs including pattern and balance in a 2d and 3d artwork
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Media, Tools, Techniques, and Processes  
Students name art media and associated tools, for multiple art forms and genres.
Recognize and reproduce the elements of art; line shape, color, form, texture, mass and space through the manipulation of 2-d and 3-d art materials

Show the special properties of different art tools and media
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. Creation, Performance, and Expression - Dance: Students create, perform, and express ideas through the art discipline.
B.1. Communication
Although no performance indicators are stated students are expected to have instructional experiences that help them to express themselves through movement.
B.2. Sequencing  
Students develop a short dance sequence with a beginning, middle, and end.
B.3. Solving Challenges  Students solve a variety of movement challenges alone or in a group.
B.4. Technical Aspects
Students identify possible props or costumes to enhance a short dance phrase.
B. Creation, Performance, and Expression - Music: Students create, perform and express through the art discipline.
B.1.  Style/Genre  
Students create or perform short musical selections of various styles and genres accurately applying selected knowledge and skills of: proper posture and technique; notation, symbols; and terminology of dynamics.
Listen to and sing a variety of songs that express feelings and emotions

Include major, minor and other modes of music

Identify feelings and ideas evoked through music

Explore story lines within songs
Participate in classroom improvisation using musical terms: High/Low, Fast/Slow, Loud/Soft, tempo, rhythm and beat

Interpret melody lines in context with the lyric meanings
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition  
Students use knowledge and skills of standard and non-standard notation, symbols, and terminology of dynamics.
Compose, create visual and non-visual patterns or notations
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. Creation, Performance, and Expression - Theater: Students create, perform, and express through the art discipline.
B.1. Movement  
Students participate in skits, puppet shows, theter games, and.or show and tell using movement skills.
B.2. Character  
Students demonstrate a character by participating in skits, puppet shows, and/or theater games.
B.3. Improvisation  Students improvise through theater games by using plot, setting, and characters.
B. Creation, Performance, and Expression - Visual Arts: Students create, express, and communicate through the art discipline.
B.1. Media Skills
Students use basic media, tools and techniques to create original art works.
Undertand the basic function and use of 2d and 3d art materials

Understand and use basic tools and media to create an original 2d or 3d artwork

Apply art vocabulary

Examine artwork

Illustrate an understanding of functions and expressive qualities of art and artists
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition Skills  
Students use Elements of Art and Principles of Design to create original art works.
Apply the elements of art and the principles of design through the manipulation of 2-d and 3-d art materials

Identify  the elements  of art and principles of design at work in artworks

Apply art vocabulary

Illustrate an understanding of functions and expressive qualities of art and artists
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Making Meaning  
Students create art works that communicate ideas and feelings and demonstrate skill in the use of media, tools, and techniques.
Examine and explore the elements of art; line shape, color, form, texture, mass and space through drawing, painting, printing, and manipulation of 3-D materials
Apply Art vocabulary
Observe, and identify different techniques and their special properties

Illustrate an understanding of functions and expressive qualities of art and artists
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.4.  Exhibition   
No performance indicator. Although no performance indicators are stated, students may participate in the preparation of art for display and all students are expected to have instructional experiences that help them to understand how art is prepared for display and why different choices related to preparation may be made.
Select artwork for display
Prepare artwork for display
Participate in student art exhibits
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
C. CREATIVE PROBLEM-
SOLVING: Students approach artistic problem solving using multiple solutions and the creative process.
C.1. Application of Creative Process  
Students identify and demonstrate creative problem-solving skills.
a. Improvise to solve problems in the performing arts.
Experiment with tempo, rhythm and dynamics using voice/classroom instruments to respond to teacher-posed problems
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Imagine and share possible solutions to apply to challenges in creating art.
Create new verses to a song using appropriate lyrics or rhythm patterns
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
D. AESTHETICS AND CRITICISM: Students describe, analyze, interpret, and evaluate art (dance, music, theater, and visual art).
D.1. Aesthetics and Criticism  Students, observe, listen to, describe and ask questions about art forms.
a. Describe the art form by applying grade span appropriate arts concepts, terminology, skills and processes as referenced in Standard A: Disciplinary Literacy.
Examine art across history and cultures
Use appropriate vocabulary during classroom discussions, art-related residencies, integrated art activities, art games, original student art, and field trips to museums
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Ask questions about the art form to further understand how the artist created/performed the work of art.
Distinguish between AB and ABA form
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Recognize a variety of purposes for making/performing art works, including telling a story and communicating emotions and ideas.
Name and distinguish the elements of art; line shape, color, form, texture, mass and space in drawing, painting, printing, and 3-D artwork

Apply art vocabulary
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E. Visual and Performing Arts Connections: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
E.1.  The Arts and History and World Cultures
Students identify family or community symbols and celebrations in the visual/performing arts from different world cultures.
Recognize and observe the elements of art and the principles of design as present on the art forms of different culture

Apply art vocabulary
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.2. The Arts and Other DisciplinesStudents identify connections between and among the arts and other disciplines.
Recognize and observe the connections and relationships between  and among the arts and other disciplines

Identify the similarities and differences between the different art forms and other disciplines

Relate connections to core curriculum

Illustrate an understanding of art and culture working together
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.3. Goal-Setting  
Students identify choices that lead to success in the arts.
Practice appropriate use of classroom materials (instruments, books, props, etc.)
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.4.  Impact of the Arts on Lifestyle and Career  
Students identify the arts in life experiences.
a. Identify the activities and careers of a visual or performing artist.
b. Describe common arts activities.
Use common art tools and participate in common art activities
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Describe the way the arts can make people feel.
Identify feelings and ideas evoked through music
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.5. Interpersonal Skills  
Students identify positive interpersonal skills that impact the quality of their art and participation in the arts.
a. Getting along with others.
b. Respecting differences.
Identify central themes in art works and crafts from different cultures
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Working as a team/ensemble.
Participate in seasonal/classroom performances
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
d. Managing conflict.
Follow principles of Responsive Classroom
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
e. Accepting/giving/using constructive feedback.
Use appropriate terms when giving and receiving constructive feedback
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
f. Accepting responsibility for personal behavior.
Recognize and demonstrate famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value
participate in local field trips and assemblies designed to support curriculum
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
g. Demonstrating ethical behavior
Demonstrate concert etiquette both as a performer and/or a member of the audience
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
h. Following established rules/etiquette for observing/listening to art.
Recognize and demonstrate famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value

Show appropriate  behavior when visiting a museum or gallery
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
i. Demonstrating safe behavior.
Organize materials

Conserve Materials

Apply safety procedures when using materials.
  • teacher rubrics
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.