Grade 3 VPA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

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 Three Visual and Performing Arts
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Art
  • Creative Expression-Creating Art
  • Drawing
  • Pencil
  • Marker
  • Charcoal
  • Craypas
  • Ink
  • Painting
  • Tempera
  • Watercolor
  • Printmaking
  • Foam Prints
  • Sculpture
  • Papier Mache
  • Wood
  • Cut-Paper Work
  • Collage
  • Clay
  • Pottery
  • Clay Sculpture
  • Criticism and Aesthetics- Looking at Art
  • Exposure to famous works of art
  • Expand vocabulary for describing and critiquing artwork.
  • Cultural Heritage- Living with Art
  • Study of art and artists- Maine Artists
  • Examine historical and cultural contexts of artworks, including Maine art, American and European art 
Music
  • Movement
  • Rhythm
  • Song Elements of Music
Integrated Music Experiences:
  • Instrument Families (Sound) 
  • Maine History and Heritage
  • American Musical Heritage
  • Culminating Performance

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS 
GRADE: 3    

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. DISCIPLINARY LITERACY - DANCE: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology
Students identify and describe the dance concepts of space, time, energy, and composition form.
a. Identify and describe elements of space: straight/curved/zig-zag/spiral pathways and positive/negative space.
b. Identify and describe elements of time: steady beat and tempo changes.
Demonstrate steady beat while line dancing, doing Cotton-Eye Joe, and Native American dances.
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c. Identify and describe sustained/abrupt energy.
d. Identify and describe patterns of composition form.
A.2. Space  
Students use space concepts to solve movement challenges including straight/curved/zig-zag/spiral pathways and positive/negative space.

A.3. Time  
Students identify and replicate a steady beat in varied tempos using body movement.
Create different clapping patterns in 4/4 time using musical notation and movement.
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A.4. Energy   
Students recognize and demonstrate  sustained and abrupt movements to show differences in energy qualities.
Recognize dynamics and staccato markings in music while moving.

Prepare and perform patterns while moving.
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A.5.  Locomotor and Non-locomotor Movement
Students demonstrate expressive combinations of locomotor and non-locomotor/axial skills.
a. Demonstrate combinations of locomotor patterns, with changes in direction, level, and path.
Create moods while moving (scary, calming, excited, etc.).

Create different clapping patterns in 4/4 time using musical notation.

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b. Demonstrate  a combination of locomotor/axial skills into a pattern that may change direction, level, energy, or pathway.
c. Demonstrate combinations of non-locomotor/axial skills.
Prepare and perform patterns while clapping.
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A.6. Compositional Forms  
Students replicate a dance movement.
A. DISCIPLINARY LITERACY - MUSIC: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Music Difficulty  
Students accurately perform music in easy keys, meters and rhythms with limited rangesat the National Standards For Arts Education difficulty level of 1, both instrumentally and vocally, while modeling proper posture and technique, alone or with others.
Recognize dynamics and staccato markings in music while performing.

Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)
Demonstrate ability to perform on and original instrument and classroom instruments.

Demonstrate an awareness of vocalizing techniques.

Prepare and perform patterns while singing

Investiagte different musicians presenting during Career Day.

Identify and recognize careers shown in textbooks and video tapes.

Demonstrate an awareness of melodic direction in written music.

Practice singing by following written music.

Demonstrate rhythmic and melodic understanding in written notation.
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A.2. Notation and Terminology   Studentsidentify and read musical notation, symbols, and terminology of dynamics.
Recognize dynamics and staccato markings in music.

Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)

Demonstrate an awareness of melodic direction in written music.

Practice singing by following written music.
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A.3. Listening and Describing  Students listen to and describe simple examples of the elements of music  including pitch, rhythm, tempo, dynamics, form, timbre, meter, phrases, style, and major/minor harmony.

Create different clapping patterns in 4/4 time using musical notation.

Prepare and perform patterns while singing.

Express comments and questions about the various musical styles demonstrating the elements of music.

Analyze the science of sound.
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A. DISCIPLINARY LITERACY - THEATER: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology  
Students describe theater terms including stage directions, rehearsal, plot, gesture, director, motivation, conflict, improvisation, and blocking.
Recognize theater terms when acting out a song or mini-musical.
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A.2. Production Students select and make props, costumes, set pieces, and/or puppets and present a rehearsed scene.
Uses appropriate props/costumes when rehearsing or performing various styles of music.
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A. DISCIPLINARY LITERCACY - VISUAL ARTS: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Artist's Purpose  
Students explain purposes for making art in different times and places, and the relationship to cultural traditions, personal expression, and communication of beliefs.
Review, compare and contrast major works of expressive art, demonstrate elements of art as an expressive tool in art making.

Examine the art and purpose of the art of Native cultures. Examples: Maine Native American Inuit Art and Culture.

Create artwork that reflects cultural traditions and beliefs.
Interpret personal expression in 3D and 2D artwork.

Review pertinent art vocabulary that describes Native Art and Culture.
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A.2. Elements of Art and Principles of Design  
Students describe features of composition.
a. Describe Elements of Art: color, form, line, shape, space, texture, and value.
Examine and apply the art elements and principles of design when creating 2D artwork.

Use mixed media material when creating 2D drawings, paintings and collage work.
Discuss the work of famous artists.

Incorporate literature, myths and folktales as a starting point for making art.

Use appropriate art vocabulary.
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b. Describe Principles of Design including balance, contrast, emphasis,  movement, and pattern.
Examine and apply the art elements and principles of design when creating 3D artwork.

Use any of the following media for 3D artwork: Clay, papier mache, wood, wire, or plaster.

Describe the art of Native American culture.

Observe and identify the elements of design in famous artwork.

Use appropriate vocabulary.

Incorporate literature, myths, and folktales as a starting point for making art.

Integrate writing and art with third grade classroom teacher.
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A.3. Media, Tools, Techniques, and Processes  
Students describe a variety of media and associated tools, techniques, and processes for multiple art forms and genres.
Select various tools, techniques and process for creating 2D and 3D artwork. Examples: Drawing-pencils, markers, ink charcoal and craypas. Painting-watercolor, tempera and acrylics. Printmaking-foam prints, found objects, and mono prints. Sculpture-clay, wire, papier mache and wood.

Experiment with various media, and utilize expressive qualities of line and color in artwork.

Observe and discuss media and techniques found in famous paintings.
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B. CREATION, PERFORMANCE, AND EXPRESSION - DANCE: Students create, perform, and express ideas through the art discipline.
B.1. Communication
Students use movement to express a basic idea and share it with their peers.

Communicate without using words (as in the Nutcracker Ballet).

Act out feelings of emotions (happy, sad, etc.) through facial expressions and body language.
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B.2. Sequencing  
Students develop a dance phrase with a beginning, middle, and end, accurately repeating it, and then varying it.
Distinguish AB/ABA form.
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B.3. Solving Challenges  
Students solve movement challenges involving one or more movement concepts alone or with a partner.
Move to the steady beat while changing direction.
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B.4. Technical Aspects  
Students select props or costumes to enhance a dance phrase and explain the choice.
Choose costumes appropriate for dance styles.
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B. DISCIPLINARY LITERACY - MUSIC: Students create, perform and express through the art discipline.
B.1.  Style/Genre  
Students create or perform music of various styles and genres in easy keys, meters, and rhythms with limited ranges accurately applying the knowledge and skills of: proper posture and technique; nottion; symbols; and terminology of dynamics.
Recognize dynamics and staccato markings in music.

Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)

Evaluate written music when performed by teacher.

Design and construct a musical instrument and demonstrate ability to play this instrument.

Prepare to respond to  questions and comments from class.

Compose written notation on a staff using treble clef and 4/4 time signature.

Evaluate written music when performed by teacher.

Demonstrate an awareness of proper hand position and technique used in playing the recorder.

Demonstrate rhythmic and melodic understanding in written notation.
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B.2. Composition  
Students create their own compositions by applying the knowledge and skills of notation, symbols, and terminology of dynamics.
Design and construct a musical instrument.

Demonstrate ability to play this instrument.

Prepare to respond to questions and comments from class.
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B. CREATION, PERFORMANCE, AND EXPRESSION - THEATER: Students create, perform and express through the art discipline.
B.1. Movement  
Students demonstrate blocking in a play by carrying out their assigned stage movements.
B.2. Character  
Students demonstrate the ideas, moods, and/or feelings of a character and demonstrate proper posture and breathing techniques to project voice through the use of script and improvisation based on stories.
Dramatize various songs using appropriate movement/moods while singing (work songs, sea chanties).
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B.3. Improvisation  
Students improvise through theater games by using voice, motivation, and body part isolations.
Create ways to improvise script using different settings.
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B. CREATION, PERFORMANCE, AND EXPRESSION - VISUAL ARTS: Students create, express, and communicate through the art discipline.
B.1. Media Skills  
Students use a variety of media, tools, techniques, and processes to create original art works.
Focus on element of design as a starting point when creating artwork. Example: Line 1. Media: India ink 2. Tool: various size brushes and pen points 3. Techniques: Inventing various kinds of line 4. Process: Creating artwork that identifies an understanding and mastering of concept, media, tools and techniques.

Identify and recall art vocabulary and art techniques.

Participate in observational drawing.

Explore and experiment with media, tools and techniques.

Use and master art medias and materials.

Discuss art across culture and history.

Use of prints, books, slides, films and computer.
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B.2. Composition Skills  Students use Elements of Art and Principles of Design to create original art works including paintings, 3D objects, drawings from imagination and real life, and a variety of other media and visual art forms.
Examine and demonstrate the elements of art and principles of design when creating artwork.

Identify and recall art vocabulary and art techniques and process.

Observe and discuss the work of famous painters and sculptors.

Identify the elements of design in famous works of art.

Create a work of art reflecting students understanding of concept and media.
Example: Life Figure Drawing. 1. Media: mixed media 2. Tools: Paper, paints, inks, markers, pencils, etc. 3. Techniques: Combining various art elements to create interesting compositions. 4. Observation: Recalling and demonstration.

Use and master art medias and materials.

Discuss art across culture and history.

Use appropriate art vocabulary.
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B.3. Making Meaning  
Students create art works that communicate ideas, feelings and meanings and demonstrate skill in the use of media, tools, techniques, and processes.
Compare and contrast major works of expressive art.

Demonstrate elements of art as an expressive tool in art making.

Examine media and techniques used to create artwork.

Read and discuss examples in literature that express ideas, feelings and meaning.

Create artwork based on a theme or a subject. Example: Cats 1. Media: Craypas 2. Tools: Literature, and drawing material. 3. Techniques: Demonsrate knowledge of  design elements knowledge of effective  composition. 4. Process: Interpret a story, theme or subject.

Create a composition filled with ideas, meaning and feeling.

Review and recognize pertinent art vocabulary.

Examine and apply the art elements and principles of design when creating artwork.

Use and master art medias and materials.

Discuss art across culture and history and in literature.
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B.4.  Exhibition
Students help with the selection and preparation of art works for display in the classroom, school, or other community location.
Complete artwork and prepare  for public display.
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C. CREATIVE PROBLEM-SOLVING: Students approach artistic problem solving using multiple solutions and the creative process.
C.1. Application of Creative Process  
Students describe and apply steps of creative problem-solving.
a. Identify problem

Observe and discuss famous 3D work.

Analyze structural elements of sculptures.

Examine artists creative solutions used in creating artwork.

Design and create a musical instrument.
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b. Define problem.
Examine principles of design.
Focus on balance, emphasis, movement and proportion.
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c. Generate a variety of solutions.
Create a list of possible solutions for a structurally sound and interesting sculpture.

Explain how and why a sound is produced.
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d. Implement solutions.
Translate solution ideas to own work.

Troubleshoot design problems.

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e. Evaluate solutions.
Apply knowledge of design elements to own artwork.
Evaluate finished product.
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D. AESTHETICS AND CRITICISM - Students describe, analyze, interpret, and evaluate art (dance, music, theater, and visual art).
D.1. Aesthetics and Criticism  Students describe and compare art forms.
a. Describe and compare art forms by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy.
Examine art across history and cultures.

Examine the work of famous artists through books, videos, slides and visuals.

Explore the art elements.

Use art materials to create works expressing personal feelings.
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b. Ask questions about an art form to further understand the concepts, skills, and processes used to create/perform the work of art.
Participate in classroom disucssion, sharing of ideas and knowledge and understanding of concept and skills.

Distinguish AB/ABA form.

Shares instrument with class.

Accepts questions/comments to demonstrate knowledge of product design.
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c. Explain purposes for making art in different times and places, including cultural traditions, personal expression, and communication of beliefs.
Compare and contrast major works of expressive art demonstrate elements of art as an expressive tool in art making.

Review and recognize pertinent art vocabulary.
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  • report cards
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  • teacher web pages
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  • student/parent conferences
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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 explain that the visual/performing arts help people understand history and/or world cultures.
Discuss and compare paintings and sculptures from various countries.

Recognize similarities and differences in various periods and examples of art.

Participate in Maine Night performance.

Recall history of Maine songs pertinent to our culture and geographic location.

Discover Maine ancestry through songs of Maine (sea chanties)
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E.2. The Arts and Other DisciplinesStudents describe characteristics shared between and among the arts and other disciplines.
Connecting the visual arts to other areas of the curriculum: Music, Social Studies, Literature and Maine Studies.
Books, music, visuals, videos and computer programs,

Examine the work of famous artists, famous writers in Maine and in other countries.
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E.3. Goal-Setting  
Students identify and demonstrate choices that will lead to success in the arts including time management, interpersonal interactions, skill development, and goal setting.
Create logical sequence in making art.

Articulate the importance of listening to discussions and directions.

Conduct class observation and demonstrations.

Demonstrate effective planning by thinking through ideas.

Create thumbnail sketches.

Set individual artistic goals and complete assigned tasks.

Take responsibility for individual success.

Share ideas.

Discuss work with classmates.

Practice appropriate use of classroom materials (instruments, books, props, etc.)
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E.4.  Impact of the Arts on Lifestyle and Career  
Students describe the contribution of the arts on lifestyle and career choices.
a. Identify the various roles of, and requirements to become, artists.
Read and discuss the work of famous artists. Example: Illustrator/painter N.C. Wyeth.
Well known children's book illustrators and authors.

Discuss importance of art in the culture and history of a country.

Connect the arts to our daily life.

Examine career choices in the arts that relate to media and technique.

Review art vocabulary.

Compare and contrast various professions in music (Portland Symphony).
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b. Describe the benefit of participation in the arts on a healthy lifestyle including the use of leisure time.
Examine art across cultural and history.

Use appropriate vocabulary.
Participate in classroom and peer discussions to give feedback.
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E.5. Interpersonal Skills  
Students identify and demonstrate the positive interpersonal skills necessary to get along with others and participate in the arts.
a. Getting along with others.
Discuss important skills that make group projects successful.

Examine common goals when creating artwork.

Identify famous collaborative works of art.

Exhibit respect for individual art and the art of peers.

Review class expectations.

Rehearse for Maine Night as an entire grade level.

Practice appropriate concert etiquette when attending the PSO.
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  • Artwork
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b. Respecting differences.
Discuss and compare the lives and the work of famous artists.

Discuss how inspiration is often the result of differences.

Examine how the multicultural content of art provides opportunity to learn tolerance and acceptance of others.

Identify central themes and subjects in art from various countries and cultures.
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c. Working as a team/ensemble.
Create individual art that will be combined with classmates art for Maine studies unit.

Recognize that we learn different ways and at different levels.

Participate in performances.
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  • exhibition
  • performance
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d. Managing conflict.
Demonstrate conflict management can be resolved by respecting the creative process and the artwork resulting from the process.

Practice equity and fairness.
Use responsive classroom language.
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e. Accepting/giving/using constructive feedback.
Share interest in the arts with peers.

Listen to others before making individual artistic decisions.

Recognize that personal artwork and the work of peers and famous artist has value.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • artwork
f. Accepting responsibility for personal behavior.
Participate in school assemblies and special events that support the arts.

Recognize famous works of art that can be found in museums and galleries.

Recognize that personal artwork and the art of peers and famous artist has value.

Travel to attend a youth concert at Merrill Auditorium in Portland, ME.
  • teacher rubrics
  • projects
  • 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 respect at museums, galleries and exhibitions.

Demonstrate concert etiquette both as a performer and/or as a member of an audience.
  • teacher rubrics
  • projects
  • 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.
Support the arts.

Support that art of peers and respect own art.

Recognize the value of art in and out of school.

Recognize the value of famous art.

Recognize the importance of the arts in a community and in the world.

Recognize that personal creative work and the work of famous composers, musicians has value.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
i. Demonstrate safe behavior.
Conserve materials.

Practice safety procedures when using material.

Uses musical instruments in an appropriate way.

Makes safe choices with teacher direction in classroom and large rehearsals.
  • teacher rubrics
  • projects
  • 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.